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Ninth in a Series of Articles on Worship 

To Support the 1966 Sunday School 

Conference Program 



MEDITATION, 
COMMUNION, 
REVERENCE 



IN OUR HOUSES OF WORSHIP 






Art hy Dale Kilbourn. 



The greatest comfort in this Hfe is the assurance 
of having a close relationship with God. It has been 
said that "consciousness of God is the highest 
achievement in human experience and is the su- 
preme goal of human life. This is true religion. It 
is a mental, spiritual experience of the highest order." 
Many of our members know what that experience is. 

The Value of Meditation 

A house of worship furnishes an opportunity to 
commune with one's self and to commune with the 
Lord, especially during the sacrament period. Sun- 
day is a day of worship which we turn over to Him. 
We may rest assured that He will be there in that 
house of worship to inspire us if we come in proper 
attunement to meet Him. We are not prepared to 
meet Him if we bring thoughts regarding business 
affairs, and especially if we bring feelings of hatred 
towards our neighbor, or enmity and jealousy to- 
ward the authorities of the Church. Most certainly 
no individual can hope to come into communion 
with the Father if that individual entertains any 
such feelings, as they are foreign to worship and 
particularly out of tune with the partaking of the 
sacrament. 



(For Course 18, lesson of November 20, "Worship"; for Course 
24, lesson of October 16, "Need for Ordinances and Sacred Services"; 
for Course 28, lesson of December 11, "Practical Religion— Spiritual- 
ity"; to support Family Home Evening lesson 44; and of general 
interest.) 



by President David 0. McKay 



I think we pay too little attention to the value 
of meditation, a principle of devotion. In our wor- 
ship there are two elements: One is spiritual com- 
munion arising from our own meditation; the other, 
instruction from others, particularly from those who 
have authority to guide and instruct us. Of the two, 
the more profitable introspectively is meditation. 
Meditation is the language of the soul. It is defined 
as "a form of private devotion or spiritual exercise, 
consisting in deep, continued reflection on some 
religious theme." Meditation is a form of prayer. 
We can say prayers without having any spiritual re- 
sponse. We can say prayers as the unrighteous king 
in Hamlet, who said: "My words fly up, my thoughts 
remain below: Words without thoughts never to 
heaven go."^ 

The poet, contrasting the outward form of wor- 
ship and the prayer of the soul, said: 

The Power y incens'd, the pageant will desert, 

The pompous strain, the sacerdotal stole; 

But haply in some cottage far apart, 

May hear, well-pleas'd, the language of the soul, 

And in His Book of Life the inmates poor enroll"^ 

Inner Power of Meditation 

Meditation is one of the most secret, most sacred 
doors through which we pass into the presence of 

^William Shakespeare, Hamlet, Act III, Scene '3. 
^Robert Burns, "The Cotter's Saturday Night," verse 17. 



OCTOBER 1966 



369 



MEDITATION, COMMUNION, REVERENCE (Continued from preceding page.) 



the Lord. Jesus set the example for us. As soon 
as He was baptized and received the Father's ap- 
proval, "This is my beloved Son, in whom I am well 
pleased" (Matthew 3:17), Jesus repaired to what is 
now known as the Mount of Temptation where, dur- 
ing the forty days of fasting. He conimuned with 
Himself and His Father and contemplated the re- 
sponsibility of His own great mission. One result 
of this spiritual communion was such strength as 
enabled Him to say to the tempter: "Get thee 
hence, Satan: for it is written, Thou shalt worship 
the Lord thy God, and him only shalt thou serve." 
(Matthew 4:10,) 

Before He gave to the Twelve the beautiful Ser- 
mon on the Mount, He was in solitude, in communion. 
He did the same thing after that busy Sabbath day, 
when He arose early in the morning after having 
been the guest of Peter. Peter undoubtedly found 
the guest chamber empty, and when he and others 
sought Jesus they found Him alone. It was on that 
morning that they said: "All men seek for thee." 
(Mark 1:37.) 

Again, after Jesus had fed the five thousand, He 
told the Twelve to dismiss the multitude. Then Jesus, 
the historian says, went to the mountain for solitude; 
and "when the evening was come, he was there 
alone." (Matthew 14:23.) Meditation! Prayer! 

The Best Opportunity for Meditation 

I believe the short period of administering the 
sacrament is one of the best opportunities we have 
for such meditation, and there should be nothing 
during that sacred period to distract our attention 
from the purpose of that ordinance. 

One of the most impressive services I have ever 
attended was in a group of over eight hundred peo- 
ple to whom the sacrament was administered, and 
during that administration not a sound could be 
heard except the ticking of the clock — eight hun- 
dred souls, each of whom at least had the oppor- 
tunity of communion with the Lord. There was no 
distraction, no orchestra, no singing, no speaking. 
Each one had an opportunity to search himself intro- 
spectively and to consider his worthiness or un- 
worthiness to partake of the sacrament. His was 
the privilege of getting closer to His Father in 
heaven. That is ideal! 

We recommend that this sacred ordinance be 
surrounded with more reverence, with perfect order; 
that each one who comes to the house of God may 
meditate upon and silently and prayerfully express 
appreciation for God's goodness. Let the sacrament 
hour be one experience of the day in which the wor- 



shiper tries at least to realize within himself that it 
is possible for him to commune with his God. 

Great events have happened in this Church be- 
cause of such communion, because of the respon- 
siveness of the soul to the inspiration of the 
Almighty. I know it is real. You will find that when 
these most inspirational moments come to you, you 
are alone with yourself and your God. They come 
to you probably when you are facing a great trial, 
when a wall is across your pathway, and it seems 
that you are facing an insurmountable obstacle, or 
when your heart is heavy because of some tragedy 
in your life. I repeat, the greatest comfort that can 
come to us in this life is to sense the realization of 
communion with God. 

Great testimonies have come in those moments. 
It is just such an experience as that which came to 
my father in the north of Scotland when he prayed 
to God to remove from him a spirit of gloom and 
despondency that overwhelmed him. After a night 
of worry and restlessness, he arose at daylight and 
repaired to a cave on the shore of the North Sea. 
He had been there before in prayer. There, just 
as the rays of the morning light began to come over 
the sea, he poured out his soul to God as a son 
would appeal to his father. The answer came: "Tes- 
tify that Joseph Smith is a prophet of God!" The 
cause of his discouragement flashing upon his mind, 
he said aloud: "Lord, it is enough!" 

Those who knew my father could testify as to 
his integrity and his honesty. A testimony of that 
kind has one hundred percent value. 

These secret prayers, these conscientious mo- 
ments in meditation, these yearnings of the soul to 
reach out to feel the presence of God — such are your 
privilege and mine. 

Only Silence During the Sacred Ordinance 

Some think that music helps to intensify that 
feeling of communion. When you stop to consider the 
matter, you realize that there is nothing during the 
administration of the sacrament so important as 
remembering our Lord and Saviour, nothing so 
worthy of attention as considering the value of the 
promise we are making. Why should anything dis- 
tract us? Is there anything more sublime? We are 
witnessing there, in the presence of one another and 
before Him, our Father, that we are willing to take 
upon ourselves the name of Christ, that we will 
always remember Him, that we will keep His com- 
mandments that He has given us. Can you, can 
anybody living who thinks for a moment, place before 
us anything which is more sacred or more far-reach- 
ing in our lives? If we partake of it mechanically. 



370 



THE INSTRUCTOR 



we are not honest, or, let us say, we are permitting 
our thoughts to be distracted from a very sacred 
ordinance. 

One man said, "Oh, but the beautiful music of 
the choir helps us to concentrate." Concentrate on 
what? The more beautiful the music, the more your 
attention is attracted to it, to the musician, or to 
the composer. If it is beautiful music poorly played, 
then the discord distracts your attention. Have that 
music in preparation up to the moment, yes; but 
when the prayer is said, and that young priest speaks 
for us, as he does, then remember that we are placing 
ourselves under covenant. It will be ideal if, during 
the fifteen minutes, every man, woman, and child 
will think as best he can of the significance of 
that sacred ordinance. 

The lesson I wish to leave is: Let us make that 
sacrament hour one of the most impressive means of 
coming in contact with God's spirit. Let the Holy 
Ghost, to which we are entitled, lead us into His 
presence, so that we may sense that nearness, and 
have in our hearts a prayer which He will hear. 

Reverence Is Spirituality 

Inseparable from the acceptance of the existence 
of God is an attitude of reverence. The greatest 
manifestation of spirituality is reverence; indeed, 
reverence is spirituaUty. Reverence is profound re- 
spect mingled with love. It is a "complex emotion 
made up of mingled feelings of the soul." Carlyle 
says it is "the highest of human feelings." If rever- 
ence is the highest, then irreverence is the lowest 
state in which a man can live in the world. Be that 
as it may, it is nevertheless true that an irreverent 
man has a crudeness about him that is repellent. He 
is cynical, often sneering, and always iconoclastic. 

Reverence embraces regard, deference, honor, 
and esteem. Without some degree of it, therefore, 
there would be no courtesy, no gentility, no consid- 
eration of others' feelings or of others' rights. Rev- 
erence is the fundamental virtue in religion. It is 
one of the signs of strength; irreverence, one of the 
surest indications of weakness. "No man will rise 
high," says one man, "who jeers at sacred things. 
The fine loyalties of life," he continues, "must be 
reverenced or they will be foresworn in the day of 
trial." 

Churches Are for Meeting God 

Churches are dedicated and set apart as houses 
of worship. This means that all who enter do so, or 
at least pretend to do so, with an intent to get 
nearer the presence of the Lord than they can in 
the street or amidst the worries of a workaday life. 



In other words, we go to the Lord's house to meet 
Him and to commune with Him in spirit. Such a 
meeting place, then, should first of all be fitting and 
appropriate in all respects, whether God is con- 
sidered as the invited guest, or the worshipers as 
His guests. 

Whether the place of meeting is a humble chapel 
or a "poem in architecture" built of white marble and 
inlaid with precious stones makes little or no differ- 
ence in our approach and attitude toward the Infinite 
Presence. To know that God is there should be suffi- 
cient to impel us to conduct ourselves orderly, rever- 
ently. Presiding authorities in stake, ward, and 
quorum meetings, and especially teachers in classes, 
should make a special effort to maintain better order 
and more reverence during the hours of worship and 
study. Less talking behind the pulpit will have a 
salutary effect upon those who face it. By example 
and precept, children should be impressed with the 
inappropriateness of confusion and disorder in a wor- 
shiping congregation. They should be impressed in 
childhood, and have it emphasized in youth, that it 
is disrespectful to talk or even to whisper during a 
sermon, and that it is the height of rudeness, except 
in an emergency, to leave a worshiping assembly be- 
fore dismissal. 

Prepare and Become Reverent 

Reverence for God's name should be dominant 
in every home. Profanity should never be expressed 
in a home in this Church. It is wrong; it is irreverent 
to take God's name in vain. There is no provoca- 
tion which will justify it. Let us apply that quality 
and that virtue of reverence at all times. 

If there were more reverence in human hearts, 
there would be less room for sin and sorrow and 
increased capacity for joy and gladness. To make 
more cherished, more adaptable, more attractive, 
this gem among brilliant virtues is a project worthy 
of the most united and prayerful efforts of every 
officer, every parent, and every member of the 
Church. 

May we through worship, meditation, commu- 
nion, and reverence sense the reality of being able 
to have a close relationship with our Father in heav- 
en. I bear you my testimony that it is real; that we 
can commune with our Heavenly Father, and if we 
so live to be worthy of the companionship of the 
Holy Spirit, He will guide us into all truth; He will 
show us things to come; He will bring all things to 
our remembrance; He will testify of the divinity of 
the Lord Jesus Christ and of the restoration of the 
Gospel. 



Library File Reference: WORSHIP. 



OCTOBER 1 966 



371 




Art by Dale Kilbourn. 



by Claude A. West'' 



A recent edition of the local newspaper carried 
the names of several young people arrested at a 
marijuana party. None was over 21. One of the 
names startled me, for only a short time earlier I 
had received a note from the boy's bishop asking me 
to fellowship him. In our town, attending college, 
he was without the influence of home or the com- 
panionship of friends. I had failed him, and he had 
sought friends elsewhere. He had found them. They 
took him in. They enjoyed his company and made 
him feel wanted. They also introduced him to fast 
living. Now this boy and his friends face tragedy. 

How can you and I perform in our lives so that 
no other boy or girl who leaves the influence of home 
will be trapped into accepting a fast life in order 
to feel wanted? 

I recall the problems of three other young people 
living away from home. Perhaps a discussion of these 
will help us to evaluate our role in helping youth to 
feel wanted and needed, though far from family and 
friends. 

Such a Small Thing 

The first situation demonstrates the power of our 
personal example and its effect on another individual. 
Our youth need to respect and try to understand the 
personal convictions of others regarding Gospel prin- 
ciples. 



When a young person leaves home to live 
among strangers and make new friends^ a 
notice should be posted . . . 

LOVE AND 

INTEREST 
NEEDED 



A young man, not a member of the Church, met 
a lovely girl in his freshman English class and asked 
her for a date. He was unaware that she was a 
Latter-day Saint. They enjoyed a well-planned eve- 
ning of dining and dancing together, and after the 
dance he took her to view the city Hghts. As they 
stood together admiring the view, he tried to think of 
some way to impress her with his maturity. He took 
out his cigarettes and carefully selected and lit one. 
Then he blew a puff of smoke in the girl's face. 

As she choked, she quietly remarked, "I have 
had a wonderful time, but if you want to take me 
out again I would appreciate it if you did not 
smoke." He was surprised at her remark, but instead 
of feeling anger or any spirit of ridicule, he sought 
to learn why she felt so strongly about such a small 
thing. This led them to a series of discussions about 
her religious faith. He watched her and soon dis- 
covered that her conduct reflected her expressed con- 
victions. Eventually he accepted the Gospel and was 
baptized. 

Sense of Worth 

The second situation shows the power of group 
counsel and interested help in influencing the deci- 
sions of youth away from home. Home teachers dis- 
covered a girl we shall call Alice. She was living 
alone while attending college. Her school work was 
not acceptable, and she was not attending institute 
classes. One of her home teachers was a college 
professor who talked with her about the need to 
improve her studies. He encouraged her in her school 
work until it did improve. Then he called the insti- 
tute director and invited his help. He had noticed 
the girl's indifference to many subjects and to peo- 



(For the general use of Course 18; for Course 24, lesson of 
December 11, "Those Who Live Away from Home"; for Course 28, 
lesson of December 18, "Practical Religion — Spirituality"; to sup- 
port Family Home Evening lessons 37, 40 and 44; and of general 
interest.) 



* Claude. A. West is director of the Pleasant Hill (California) 
LDS Institute of Religion. A member of the Church since 1951, 
Brother West has served as a teacher in ward auxiliaries and also as 
ward clerk. Professionally, he is preparing to take the California 
State Bar exam. He attended the University of California at Los 
Angeles and Southwestern Law School. He married Erma L. Gustafson 
and they live in Clayton Valley Ward, Concord Stake. They have 
eight children. 



372 



THE INSTRUCTOR 



pie. It was also apparent that she was not accepted 
by her associates. She gave little oral response in 
class and showed no emotional response to activ- 
ities. This was the signal for some special effort to 
help Alice. Another girl was asked to extend a per- 
sonal invitation to Alice to attend each event. The 
director's wife invited the girl to help with her fam- 
ily, and this gave them time to talk. AHce became 
involved — slowly, carefully, and naturally. Her re- 
sponse reflects the effect of direct group effort, given 
out of love. A sense of worth returned to her, and she 
actually volunteered for an assignment. She now 
serves in a leadership position. 

He Accepted the Ride 

I remember a young student who told of being 
offered a ride to Los Angeles one night after a long 
wait in Las Vegas between busses. He accepted the 
ride and also the kind invitation of the family to 
remain for the night at their home. Early next 
morning he was awakened by one of the boys and 
asked if he would like to join the family in their 
morning prayer. It was an unusual experience, but 
he knelt with them and heard a 6-year-old offer a 
prayer from his heart. When the father had offered 
his blessing and kissed each member of the family, 
he left for work. The young student vowed to be 
the kind of father who would love his children 
enough to teach them prayer. He had a long search 
to discover the faith of that father; but when he 
did, he became not only a good father but an ef- 
fective missionary. 

A Case of Heartache 

The third situation shows the role of those 



bishops or institute directors who are primarily re- 
sponsible for our college students away from home. 
Their influence can best be shown by the story of 
a returned missionary. The institute director had 
asked him to accept a leadership position, and this 
activity put him in direct association with a beauti- 
ful convert. Because of the director's interest, the 
boy sought him out when trouble struck. The 
trouble turned out to be a serious case of heartache. 
The young man had asked the convert to marry him, 
and she had refused. The director offered direction 
and comfort. Some months later he was surprised 
when the convert herself came to his office. Her 
remarks tell us something about the unknowing, 
vital role we play in the lives of youth. 

This was her statement to the director: "I have 
loved Bob a long time and wanted to marry him, 
but I was afraid of marriage. Your instruction about 
temple marriage sounded good, but my experience 
told me marriage did not work. As I have worked 
with you and your wife, I have seen love and kind- 
ness that reflects a genuine interest in each other. 
The beauty of your family night and the respect 
for your children as individuals have shown me that 
marriage can work. Yours is the kind of family 
Bob and I will have. I promised to marry him last 
night." 

To provide the right influence, we need to love 
the Gospel enough to live it every day, especially 
in the presence of youth. Let us be sure that young 
men and women, boys and girls, receive our warmth, 
our interest, and our comfort in time of need. Their 
time of need increases when they leave home. 



Library File Reference: YOUTH. 



INSTRUCTOR STAFF 



Editor : 
President David O. McKay 

Associate Editors: 

General Superintendent George R. Hill 

Lorin F. Wheelwright 

Business Manager: 
Richard E. Folland 

Managing Editor: 
Burl Shephard 

Editorial Assistants: 

Virginia Baker 

Goldie B. Despain 

Research Editor: 
H. George Bickerstaff 

Art Director: 
Sherman T. Martin 

Circulation Manager: 
Joan Barkdull 

Subscriber-Relations Director : 
Marie F. Felt 

Instructor Secretary: 
Amy J. Pyrah 

Consultant : 
A. William Lund 



Instructor Committee: 

Chairman Lorin F. Wheelwright, Richard E. 
Folland, Marie F. Felt, A. William. Lund, Ken- 
neth S. Bennion, H. Aldous Dixon* Leland H. 
Monson, Alexander Schreiner, Lorna C. Alder, 
Vernon J. LeeMaster, Claribel W. Aldous, 
Melba Glade, Henry Eyring, Clarence Tyndall, 
Wallace G. Bennett, Camille W. Halliday, 
Margaret Hopkinson, Mima Rasband, Edith 
Nash, Alva H. Parry, Bernard S. Walker, 
Lewis J. Wallace, Howard S. Bennion, Herald 
L. Carlston, Bertrand F. Harrison, Willis S. 
Peterson, Greldon L. Nelson, Jane Hopkinson, 
G. Robert Ruff, Anthony I. Bentley, Marshall 
T. Burton, Calvin C. Cook, A. Hamer Reiser, 
Robert M. Cundick, Clarence L. Madsen, J. 
Elliot Cameron, Bertrand A. Childs, Thomas 
J. Parmley. 



Published by the Deseret Sunday School Union 
of The Church of Jesus Christ of Latter-day 
Saints, the first day of every month at Salt Lake 
City, Utah. Entered at Salt Lake City Post Office 
as second class matter acceptable for mailing at 
special rate of postage provided in Section 1103, 
Act of Oct. 3, 1917, authorized on July 8, 1928. 
Copyright 1966 by the Deseret Sunday School 
Union Board. All rights reserved. 

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is $3.75. 



OCTOBER 1966 



373 



NEXT MONTH INYO 



Sunday School Lessons for November 



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A CAPSULE GUIDE FOR HOME 
TEACHERS AND PARENTS 

TO STIMULATE ATTENDANCE 
' AT SUNDAY SCHOOL 



Course 1 

(age 3) 

True love among family members cannot be overem- 
phasized! A fond grandmother displays the picture of 
four grandchildren and tells of their bonds of family 
love. How joyous it would be if all families were so 
blessed. 

Course 1 lessons for November teach that par- 
ents are happy to have children come to live with 
them. All parents need to acknowledge and express 
this; and all children need lo feel the security of 
such love. 




Course 2 

(ages 4, 5) 

"Thank you." Simple words, but difficult for chil- 
dren to remember. November lessons will help 4- 
and 5-year-olds begin to understand that they have 
blessings, and they can work to earn blessings; and, 
finally, that they must express gratitude for their 
blessings. 



Course 4 

(ages 6, 7) 

More gold plates have been found! Archaeologists 
at the site of the ancient city of Pyrgi, about 30 
miles north of Rome, Italy, have discovered three 
thin sheets of gold 8 inches long and 5 inches wide. 
The sheets of metal bear ancient inscriptions. An- 
cient records were kept on metal plates or sheets. 
November lessons for this age group tell how we 
got the Book of Mormon from records inscribed on 
plates of gold and brass. 



Course 6 

(ages 8, 9) 

The Church needs good citizens. So does every 
country in the world. Lessons for this course will 
help students learn how to become good citizens 
of the Church and nation. 



Course 8 

(ages 10, 11) 

Many boys — and girls — dream of growing up to be 
president, prime minister, or other great leaders. Such 
dreams are based on the many historical figures who 
started in humble circumstances and became leaders. 
November lessons will tell of a boy named David, a 
young shepherd who became a king. 





374 



THE INSTRUCTOR 



UR SUNDAY SCHOOL 



Course 10 

(ages 12, 13) 

What really happened after Jesus was crucified? 
Course 10 students will learn and discuss the his- 
torical accounts of visits made by the resurrected 
Saviour to many people, and on at least two con- 
tinents. 



is taught to look for discrepancies, conflicts, uncer- 
tain and unreasonable items, duplications, and mis- 
fits, before he formulates well-established family 
groups. Other lessons will indicate the need to sub- 
mit sheets for ordinance work, and the necessity of 
having more than one family member acquainted 
with the work and how to carry it forward. 



Course 12 

(ages 14, 15) 

Nephi previews American history. Many important 
events in American history were prophesied by Nephi 
2,500 years ago! He saw the coming of white men 
who would conquer the Lamanites. 

Course 14 

(ages 16, 17) 

// your best friend denied that he knew you, would 
you choose him to be president of an organization 
you set up? The Apostle Peter denied the Lord three 
times, yet the Lord chose him to be head of the 
Church. What quaUties did Peter develop to help 
him in this task? 

Course 18 

(ages 18-21) 

Is there a simple key to world peace? Of course 
there is, but like most simple answers to complex 
problems, it is rejected by the world. The simple 
solution is: Worship the Lord Jesus Christ. Some 
character traits we can develop to help us worship 
are discussed in November. Included are forgive- 
ness, trust, and steadfastness. 

Course 20 

(adults) 

The producing genealogy searcher is taught to take 
an appraising look at his harvest of information. He 



Course 24 

(adults) 

Children are entitled to the best in life! The home is 
the most important determinant of personality de- 
velopment. Parents are responsible for seeing that 
their children are taught the truth, both at home and 
at school. They should influence the school program 
and the professional competency of school teachers 
and other personnel. Core of November lessons will 
be methods by which parents can work with schools 
for better educational facilities. 

Course 26 

(adults) 

Jonah — man or myth? This class will study from the 
book of ancient history — the Bible — the stories of 
Jonah, Micah, and Malachi. These prophets were 
very real men who lived in times as perilous as our 
own, and they taught the people just as our latter- 
day prophets have taught us. 

Course 28 

(adults) 

Religious toleration: anything goes. Not exactly. In 
fact, the truth is far from, "Anything goes." This 
class will discuss how to accept the individual with- 
out accepting his religious views when they differ 
from the revealed truth. Submission to secular au- 
thority will be taught, as expressed in the Articles 
of Faith. 



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OCTOBER 1966 



375 



WORKSHOP SESSIONS OFFER PRACTI 



Sunday School Conference-. September 30, Oct. / and 2. 




The thrilling voices of some 400 Junior Sunday School children from Davis County 
will provide special music for the traditional Sunday School Conference in the 

Tabernacle on Sunday evening, October 2. 




How do you conduct an inspiring hymn 
practice? How can the prelude be made 
more effective? Chairman Alexander 
Schreiner, assisted by his music com- 
mittee, including Robert Cundick (left), 
will demonstrate techniques for Sunday 
School choristers and organists. 



Herald L. Carlston gives Erma Frand- 
sen a preview of discussions for secre- 
taries, showing how charts and statis- 
tical materials can assist Sunday 
School administrators. 



If you are a Sunday School 
teacher, what would it be worth 
to you to spend almost two hours 
in a seminar session with a master 
teacher — a professional "teacher 
of teachers" who is prepared with 
a wealth of enrichment materials 
and visual aids, with authoritative 
suggestions on age-group charac- 
teristics, with practical suggestions 
for classroom control, and with 
newest teaching techniques? How 
helpful would it be to see these 
techniques actually demonstrated, 
and to become involved in a dis- 
cussion of materials and methods 
planned especially for the course 
of study and the age group you 
are teaching? Would you like to 
have a member of the Sunday 
general board explain, first-hand 
the new 8-month series of lessons 
for 1967, planned to harmonize 
with the program of the Church 
correlation committee? 

If you are a Sunday School 
chorister or organist, would you 
like to observe some of the finest 
musicians in the Church conduct- 
ing model hymn practices? As a 
secretary or librarian would you 
like to see exhibited and demon- 
strated the special "helps" for 
your work? 

These are just a few of the 
promises of the program outUned 
for the first Church-wide Sunday 
School general conference depart- 
mental meetings, scheduled for 
Friday evening, September 30. In 
addition, there will be a special 
breakfast October 1 for stake 
superintendents and stake In- 
structor Use Directors. Depart- 
mental meetings for stake superin- 
tendencies and Junior Sunday 
School coordinators wiU be held 
Sunday afternoon, October 2. 

Highlight of the Sunday School 
sessions will be the traditional 
Sunday evening meeting in the 
Tabernacle. This year the pro- 
gram will be highlighted by a 
theme that should inspire all Sun- 
day School workers — "In His 
Footsteps" — which will feature a 
special presentation written by 
Luacine Clarke Fox, narrated by 
Dan Keeler. A chorus of 400 Jun- 
ior Sunday School children from 
Davis County stakes, under direc- 
tion of Mary W. Jensen, will pro- 
vide special music. Elder Mark 
E. Petersen will give the principal 
address. 



376 



THE INSTRUCTOR 



CAL HELPS FOR TEACHERS 



by G. men Huff 




Dr. Elliott Landau demonstrates how to hold the atten- 
tion of 3- and 4-year-olds. He will discuss learning 
patterns for these age groups. 



Neal Maxwell (right), a guest specialist, is shown here prac- 
ticing what he intends to preach: preparation for teaching 
that goes beyond reading the manual. Brother Maxwell is also 
a master at involving adult classes in spirited discussions. 



HANDY GUIDE TO CONFERENCE MEETINGS 



Friday, September 30, 7:00 p.m. to 9 p.m. 



Course 1: 

Eleventh Ward 
951 East First South 

Course la: 

Eleventh Ward 
951 East First South 

Courses 2 and 3: 

East Twelfth Ward 
630 East First South 

Courses 4 and 5: 

Ensign Fifth Ward 

"K" Street and Ninth Avenue 

Courses 6 and 7: 
Capitol Hill Ward 
413 West Capitol 

Courses 8 and 9: 

Rose Park Stake House 
760 North 11 West 

Courses 10 and 11: 

Parley's Stake House 
1870 Parley's Canyon Blvd. 

Courses 12 and 13: 

Highland Park Ward 
2535 Douglas Street 

Courses 14 and 15: 
Stratford Ward 
2605 South 15th East 

Courses 18 and 19: 
Seventeenth Ward 
142 West First North 



Courses 22 and 23: 

Hillside Stake House 
1400 South 19th East 

Courses 24 and 25: 

Waterloo Ward 
1623 South 5th East 

Courses 26 and 27: 

Granite Stake Tabernacle 
2005 South 9th East 

Courses 28 and 29: 

Belvedere Ward 

605 Downington Avenue 

(go east at 1825 South State) 

Junior Sunday School Musk: 

Monument Park 4th Ward 
2235 Roosevelt Avenue 
(go east at 1450 South) 

Senior Sunday School Music: 

Federal Heights Ward 

1300 Fairfax Road 

(go N.E. to 7th Ave., 335 Virginia) 

Secretaries: 

Bonneville Stake House 

1535 Bonneview Drive 

(go N.E. to 1051 S. and 15th East) 

Librarians: 

Colonial Hills Ward 
1455 South 17th East 



Saturday, October 1—7:15 a.m. 

Special breakfast for stake 

superintendents and stake 

Instructor Use Directors 

University of Utah, Union Ballroom 



Sunday, October 2—4:15 p.m. 

Departmental meeting for 
Stake Sunday School Superintendents 

17th Ward Chapel 
142 West 1st North 



Departmental meeting for Stake 

Junior Sunday School coordinators 

and member of stake superintendency 

in charge of Junior Sunday School 

Lafayette Ballroom 
Hotel Utah 



Sunday evening, October 2—7 p.m. 

Semi-annual Sunday School conference 
Theme: "In His Footsteps" 

Salt Lake Tabernacle 



OCTOBER 1966 



377 




hy Elder Harold B. Lee 
of the Council of the Twelve 

From the scriptures, from the writings of inspired 
Church leaders, and from secular commentaries, 
eternal life may be defined as life in the presence of 
those eternal Beings, God the Father and His Son 
Jesus Christ. To shorten that definition, we might 
then say that eternal life is God's life, or, to reverse 
this: God's life is eternal Ufe. 



ELDER LEE 




To eventually attain to this celestial excellence 
should be the never-ending quest of all mortal be- 
ings. To this end the Lord commanded: 

Seek not for riches but for wisdom, and behold, 
the mysteries of God shall be unfolded unto you, and 
then shall you be made rich. Behold, he that hath 
eternal life is rich, (Doctrine and Covenants 6:7.) 

No discourse oTti the subject of this brief message 
would be complete without repeating the Master's 
own statement in His matchless prayer: "And this 
is life eternal, that they might know thee the only 
true God, and Jesus Christ, whom thou hast sent." 
(John 17:3.) 

This being true, one who has his eye fixed upon 
that eternal goal then asks: How may one come to 
know God and Jesus Christ whom He has sent? The 
Lord has clearly set forth the way: 

Verily, thus saith the Lord: It shall come to pass 
that every soul who forsaketh his sins and cometh 
unto me, and calleth on my name, and obeyeth my 
voice, and keepeth my commandments, shall see my 
face and know that I am. (Doctrine and Covenants 
93: L) 

Then follows a glorious revelation, the purpose of 
which is explained: 

. . . That you may understand and know how to 
worship, and know what you worship, that you may 
come unto the Father in my name, and in due time 
receive of his fulness. 

For if you keep my commandments you shall re- 
ceive of his fulness . . . therefore, I say unto you, 
you shall receive grace for grace. (Doctrine and Cove- 
nants 93:19-20.) 

A prophet in Book of Mormon times clarifies this 
last statement concerning "grace. 



» 



And I also thank my God, yea, my great God, 
that he hath granted unto us that we might repent of 
these things, and also that he hath forgiven us of 
those our many sins and murders which we have 
committed, and taken away the guilt from our hearts, 
through the merits of his Son. 

(For Course 18, lessons of October 30 and December 11, "Prog- 
ress" and "Eternal Life"; for Course 24, lessons of October 16 and 
30, "Need for Ordinances and Sacred Services" and "A Body Worthy 
of Its Destiny"; for Course 28, lessons of November 13 and December 
11, "The Resurrection" and "Practical Religion — Spirituality"; and 
of general interest.) 



378 



THE INSTRUCTOR 



And now behold, my brethren, since it has been 
all that we could do, (as we were the most lost of all 
mankind) to repent of all our sins and the many 
murders which we have committed, and to get God 
to take them away from our hearts, for it was all 
we could do to repent sufficently before God that 
he would take away our stain. (Alma 24:10, 11.) 

In Sydney, Australia, an elderly man, a recent 
convert to the Church, bore his testimony to me, 
stating that all his life he had visited from one 
church to another trying to find a satisfactory answer 
to one question: Are God and Christ living today 
and in communication with your church? Always 
the answer was negative. One day two well-dressed 
young men knocked at the elderly man's door and 
introduced themselves as missionaries of The Church 
of Jesus Christ of Latter-day Saints. They proceed- 
ed to explain that they had come with a wonderful 
message declaring that the heavens had been opened 
in this dispensation of time, and that the Father 
and the Son had revealed themselves as glorified 
beings to a young prophet. Through this young 
Prophet Joseph Smith there was revealed the ful- 
ness of the Gospel of Jesus Christ or the plan of 
salvation, by which all might be prepared to return 
to the presence of the Lord. No faithful Latter-day 
Saint would ever need to ask the question pro- 
pounded by non-believers to so-called Christian 
theologians, "Is God dead?" We know that He lives. 

The efficacy of the Master's atonement for each 
of us is explained by Him: 

/ came unto my own, and . . . as many as received 
me gave I power . . . to become the sons of God; 
and even unto them that believed on my name gave 
I power to obtain eternal life. . . . Even so I have 
sent mine everlasting covenant into the world. ... 
(Doctrine and Covenants 45:8, 9.) 

All of these doctrines are summarized by a state- 
ment of the Prophet Joseph Smith: "We believe 
that through the Atonement of Christ, all mankind 
may be saved, by obedience to the laws and ordi- 
nances of the Gospel." (Third Article of Faith.) 

During the Lord's earthly ministry, He admon- 
ished His disciples and the early Saints: "Be ye 
therefore perfect, even as your Father which is in 
heaven is perfect." (Matthew 5:48.) Two precious 



quotations illuminate and give meaning to this "per- 
fectness" which may seem so impossible of attain- 
ment. Speaking of the resurrection the Master said: 

They who are of a celestial spirit shall receive 
the same body which was a natural body; even ye 
shall receive your bodies, and your glory shall be 
that glory by which your bodies are quickened. 

Ye who are quickened by a portion of the celes- 
tial glory shall then receive of the same, even a ful- 
ness. (Doctrine and Covenants 88:28, 29.) 

The Prophet Joseph Smith sheds more light upon 
the meaning of this scripture which declares that 
those who live the celestial laws here in mortality 
shall then be "quickened" or resurrected with a 
"portion of celestial glory" and afterwards receive a 
"fulness." In one of his funeral orations, the Proph- 
et explained: ". . . When you climb up a ladder, you 
must begin at the bottom, and ascend step by step, 
until you arrive at the top; and so it is with the 
principles of the gospel — you must begin with the 
first, and go on until you learn all the principles 
of exaltation. But it will be a great while after you 
have passed through the veil before you will have 
learned them. It is not all to be comprehended in this 
world; it will be a great work to learn our salvation 
and exaltation even beyond the grave. . . ."^ 

The First Presidency, in a lengthy dissertation 
on the meaning of the word "Father" as used in the 
scriptures, make this statement: "So far as the stages 
of eternal progression and attainment have been 
made known through divine revelation, we are to 
understand that only resurrected and glorified beings 
can become parents of spirit offspring. Only such 
exalted souls have reached maturity in the appointed 
course of eternal life; and the spirits born to them 
in the eternal worlds will pass in due sequence 
through the several stages or estates by which the 
glorified parents have attained exaltation." (First 
Presidency, June 30, 1916.) 

As man is God once was; 
As God is, man may become. 

— President Lorenzo Snow. 



i"King FoUett Discourse," Teachings of the Prophet Joseph Smith, 
Deseret Book Company, Salt Lake City, Utah, 1958; page 348. 
Library File Reference: ETERNAL LIFE. 



OCTOBER 1966 



379 



Paul Was A Real Person 



by Joe J. Christensen' 



Many have wondered how it was that the Apostle 
Paul was able to exert such an influence for good in 
the world of his day. He had many fine qualities. 
However, it would seem to the writer that no attri- 
bute of Paul's was more impressive than his genuine 
honesty. His actions always were consistent with his 
inner convictions. The genuine maturity of his na- 
ture was evident and impressive. He was a real per- 
son. 

Paul did some of his preaching to the Jews who 
placed more emphasis on the letter of the law than 
on the spirit. Much of Paul's message to them was 
that religion should have more than surface impact; 
it should effect some great changes deep inside the 
individual. Outer appearance is important, but only 
if it is consistent with the inner man. 

Selling the Package Vs. Developing the Product 

This is an important message for our times when 
almost as much emphasis is placed on selling the 
package as there is on developing the product, or on 
decorating the surface as on getting beneath the 
outer layers to the real person. This is a day when 
the veneer of success and popularity receive more 
emphasis than fundamental personal morality, as 
evidenced by the acclaim given many celebrities. 

"Facade" (pronounced fuh-sawd') is a word we 
get from the French. One dictionary meaning is: 
"A front or outward part of anything, especially 
when thought of as concealing something, as an error, 
weakness, or scheme." 

For example, when one drives down the main 
street of almost any city, he may be impressed by 
the beautiful glass and stone work; the attractive, 
professionally- decorated windows; the clean, spacious 
entrances and appointments. The facade that hides 
the real nature of the building may be impressive to 
him. Were he to drive down the alley behind the 
building, he might be disappointed by the basic shab- 

(For Course 6, lesson of December 18, "What It Means To Be a 
Latter-day Saint"; for Course 14, lessons of December 4 to 18, "Paul 
Among the Gentiles," "Unto Caesar Shalt Thou Go," and "The Mes- 
sage of the Epistles"; for Course 28, lesson of December 11, "Prac- 
tical Religion— Spirituality"; to support Family Home Evening lessons 
40, 44, and 45; and of general interest.) 



by structure which is cleverly hidden by a false front. 
These facades are much more justifiable in buildings 
than in people, yet they do exist in people. 

Perhaps most of us have been guilty to one ex- 
tent or another of dishonestly trying to appear to be 
something outwardly that down deep inside we knew 
we really were not. Some people spend an entire life- 
time in shining the surface or developing a beautiful 
appearance while inside they suffer emotional and 
spiritual illness because the truth of their real selves 
is hidden. Sidney Harris, the columnist, suggests 
that the reason some people never enjoy rewarding 
human relationships is that they spend too much 
time polishing rather than peeling: 

The personality of a man is not an apple that 
has to be polished but a banana that has to be 
peeled. And the reason we remain so far from one 
another, the reason we neither communicate nor in- 
teract in any real way, is that most of us spend our 
lives in polishing rather than peeling. . . . 

Almost everything in modern life is devoted to 
the polishing process, and little to the peeling proc- 
ess. It is the surface personality that we work on — 
the appearance, the clothes, the manners, the genial- 
ity. In short, the salesmanship: we are selling the 
package, not the product. 

There is a vast disparity between our outer and 
inner selves; in many of us, the real person never 
comes to life at all, never shows itself, never knows 
itself. It lives through its functions, it lives as a type, 
a response to an environment, and dies without ever 
having found its true existence. This, and not un- 
happiness, is the tragedy of life; this, and not "self- 
ishness," is what causes human misery.^ 

Seven Questions 

Paul stood before King Agrippa, Jewish leaders 
in the synagogues, gentile audiences, and fellow 
Christians, and told of his conversion to the life and 
message of Jesus Christ. He touched their hearts 

*Dr. Joe J. Christensen is a high councilor in University (of 
Utah) stake, and director of the Institute of Religion at the U. 
He has served as a bishop in his home state, Idaho. He received a 
Ph.D. degree from Washington State University (1960) and he 
filled a mission to Mexico and Central America (1948-51). His wife 
is the former Barbara Kohler; they have three sons and three 
daughters. 

^From the Sydney J. Harris column, as it appeared in the Deseret 
News, July 6, 1964. Used by permission of Publishers Newspaper 
Syndicate. 



380 



THE INSTRUCTOR 




Paul bore his testimony of the mission of Jesus Christ 
before kings, leaders, and his fellowmen. The power of 
his honest personality moved his hearers to do good. 



for good. The power of his honest personahty and 
message Uterally changed the complexion of a pagan 
empire. These people saw, in Paul, a person who 
had become genuinely convinced that Jesus' message 
was true. Paul's actions were consistent with what 
he taught. 

How does one become a real person? Let us ask 
ourselves seven questions: 



1. 
2. 
3. 

4. 
5, 

6. 

7. 



What is of most real value in my life? 

What do I actually believe? 

What are my ideals and what is my ideal self? 

Are my actions consistent with my ideals? 

Can I develop the courage to change where 

change is needed? 

Can I be honest with myself and with others? 

Can I be self-analytical to the extent that I 

examine my real motives for doing what I do? 
The Apostle Paul had a system of values, inherit- 
ed, in great measure, from his devout, pharisaic home 
and intensive training. Apparently he was a devoted 
and enthusiastic student. He was willing to take 
action to help curb the rise of what he thought was 
a heretical sect called "Christian." Though mis- 
guided, he was honest and consistent with his con- 
victions. 

Once insight had come to Paul through revela- 
tion and study, he changed dramatically and lived 
a zealous life which all recognized as genuine, honest, 
and authentic. He caused many who heard his mes- 
sage to do more "peeling than polishing," because 
he practiced what he preached. 

To become "one," or whole, is the great message 
of Christ — a message brilliantly taught by His ser- 
vant, Paul. This message comes to us from Jesus 
and Paul with convincing power because their inner 
selves were consistent with their actions. They were 
"one." There was no disrupting static in the mes- 
sage they transmitted. Were we able to become 
"one" in this sense, we could be happier, influence 
more people for good, and enjoy more productive 
relationships with others. In fact, we could even 
become more truly "Christian." 



Art by Dale Kilbourn. 



Library File Reference: INTEGRITY. 



OCTOBER 1966 



381 




"And Always 
Remember Him 



99 



by Lowell L. Bennion 



Abide in me, and I in you. As the branch cannot 
bear fruit of itself, except it abide in the vine; no 
more can ye, except ye abide in me. 

I am the vine, ye are the branches: He that 
abideth in me, and I in him, the same bringeth forth 
much fruit: for without me ye can do nothing. (John 
15:4, 5.) 

To the New Testament writers such as John and 
Paul, the Christian faith was more than a set of be- 
Uefs concerning the Christ, or even obedience to His 
commands; its essential character seemed to be a 
present relationship to the living Christ. As the 
branch derives its life from the trunk and roots of 
the tree, so the Christian life finds its nourishment 
from an intimate, continuing closeness to the Saviour 
himself. These men loved Jesus, worshiped Him, 
and felt His influence. His guidance, and His spirit. 
He had been with them and would come again, and 
in the meantime He was a living presence in their 
minds and hearts. 

In the early sections of the Doctrine and Cove- 
nants, and in 3 Nephi, we find this same emphasis 

(For Course 10, lessons of December 11 and 18, "I Am with You 
Alway" and "Looking toward the Future"; for Coxirse 14, lesson of 
December 18, "The Message of the Epistles"; for Course 18, lessons of 
November 6 and 20, "Forgiveness" and "Worship"; for Course 28, 
lesson of December 11, "Practical Religion — Spirituality"; to support 
Family Home Evening lessons 37, 40, and 45; and of general interest.) 



on the presence of Christ in the lives of His disciples. 
A few random scriptural selections illustrate the 
Christ-centered nature of the Restored Gospel, and 
the Saviour's great desire to be spiritually close and 
active in the lives of the Saints. 

Listen to the voice of Jesus Christ, your Re- 
deerner. . . Lift up your hearts and be glad, for I 
am in your midst. . . . (Doctrine and Covenants 
29:1,5.) 

. . . Learn of me ... be meek and lowly of heart. 
(Doctrine and Covenants 32:1.) 

. . . And the power of my Spirit quickeneth all 
things. (Doctrine and Covenants 33:16.) 

The Book of Mormon emphasizes man's personal 
relationship to the Saviour as the heart of the reli- 
gious life. In the 3 Nephi rendition of the Beatitudes, 
the significant phrase — "who come unto me" — is 
placed between the assertions, "Blessed are the poor 
in spirit . . ." and the promise, ". . . for theirs is the 
kingdom of heaven." The impKcation here is that 
one who draws near to Jesus Christ, abiding in His 
fellowship, can learn and live the Beatitudes more 
fully than he who accepts them simply as laws of 
life and lives them independent of the Saviour. 

In those remarkable sacramental prayers, first 
published in the Book of Mormon, the Saints wit- 
ness: 

. . . That they are willing to take upon them 
the narne of thy Son, and always remember him, and 
keep his commandments which he hath given them, 
that they may always have his spirit to be with 
them. . . . (Moroni 4:3.) 

These prayers suggest that our great need is to 
have Christ with us, "to live and move and have 
our being" in Him. The Restored Gospel is more 
than doctrine, more than obedience to law; it is also 
a living relationship with Him who is the Ught and 
life of men. How can we, living in this fast-moving, 
complex, often loud, secular, and materialistic age, 
cultivate the presence of Christ in our daily lives? 

Eliminate Competitors 

A medieval mystic, Johannes Tauler, wrote that 
Jesus cannot enter a man's soul until those who 
buy and sell therein are cast out. Jesus himself said: 

For where your treasure is, there will your heart 
be also. . . . No man can serve two masters: for either 
he will hate the one, and love the other; or else he 
will hold to the one, and despise the other. Ye can- 
not serve God and mammon [riches]. (Matthew 
6:21,24.) 

In 1830 David Whitmer was told, 



382 



THE INSTRUCTOR 



. . . Your mind has been on the things of the 
earth more than on the things of me, your Maker. 
(Doctrine and Covenants 30:2.) 

There is no room in our lives for the Christ if our 
chief concern hes in making money, in building and 
decorating our homes, in multiplying the comforts 
and luxuries of life. We live in a mundane world. The 
good things of the earth have place and value, but 
they are not the summum bonum, the alpha and 
omega, the chief end of life for a disciple of the 
Galilaean who knew not where to lay His head at 
night. 

David Whitmer was also told. 

Behold . . . you have feared man and have not 
relied on me for strength as you ought. (Doctrine 
and Covenants 30: 1.) 

The desire to please everyone, to conform one's 
tastes, pleasures, and ways to those who surround 
us, is incompatible with the Spirit of Him who told 
us to be in the world but not of the world. 

Seeking Christ's Glory 

Here is a remarkable promise l 

And if your eye be single to my glory, your whole 
bodies shall be filled with light, and there shall be 
no darkness in you; and that body which is filled 
with light comprehendeth all things. 

Therefore, sanctify yourselves that your minds 
become single to God, and the days will come that 
you shall see him; for he will unveil his face unto you, 
and it shall be in his own time, and in his own way, 
and according to his own will. (Doctrine and Cove- 
nants 88:67, 68.) 

How can one's eye be single to the glory of the 
Saviour? There is one most fundamental way — to 
make His work and glory our work and glory. 

Christ lived and died to bring to pass the im- 
mortality and eternal life of man. He loved men, 
all men, and His whole concern was to lead men to 
righteousness, to know and to do the will of God. 

If we are to always remember the Saviour and 
have His Spirit to be with us, our basic concern 
must be the same as His. Our chief interest must 
be in our fellowmen. How can we help them — any 
of them or all of them — to realize the full measure 
of their creation as children of God? 

In f£imily life, in the neighborhood, in the com- 
munity, in the nation, and in the world, what is 
going on in the lives of people is ultimately the only 
thing that matters. This must be the focal point of 
a Christian's attention. Life for him is not to be 
measured in dollars and cents, in real estate and 



possessions, in positions and honors among men, 
but in his power to bring health, hope, faith, integ- 
rity, and goodwill into the lives of human beings. 

. . . Inasmuch as ye have done it unto one of 
the least of these my brethren, ye have done it unto 
me. (Matthew 25:40.) 

The Spirit of Christ does not abide in the heart 
and mind of one whose life is filled with prejudice 
towards any of his fellowmen — ^men of other creeds, 
races, or nationalities. 

Cultivating Christ's Attributes 

Christ's Spirit will abide and be with us as we 
learn to live and act in ways consistent with His 
attributes. Anyone who knows humility, meekness, 
moral courage, mercy, or forgiveness knows some- 
thing of the Saviour, for He is the great exemplar 
of these virtues and cannot help but draw near to 
those who live consistent with His character and 
teaching. Indeed, in this writer's judgment, Jesus 
is closer to the atheist who shows mercy than to the 
believer who beats his wife. The words of Peter bear 
witness to this: 

And beside this, giving all diligence, add to your 
faith virtue; and to virtue knowledge; and to knowl- 
edge temperance; and to temperance patience; and 
to patience godliness; and to godliness brotherly 
kindness; and to brotherly kindness charity. For if 
these things be in you, and abound, they make you 
that ye shall neither be barren nor unfruitful in the 
knowledge of our Lord Jesus Christ. {11 Peter 1:5-8.) 

Meditation 

If we would always know the Saviour and 
have His Spirit with us, we would also do well to 
spend time with Him. We should read the Gospels, 
3 Nephi, and the Doctrine and Covenants. Many 
of our hymns relating to the Saviour, such as, "I 
Stand All Amazed" and "I Know That My Redeemer 
Lives" help us draw near to the Saviour, if we sing 
them with thought and with feeling. 

As we pray in His name, do we think of Him, 
or has prayer become routine habit? What does it 
mean to perform ordinances and to offer prayers in 
the name of Jesus Christ? Let us hope that this 
develops in us a feeling of reverence for Him, a 
chance to make our prayers, our aspirations, and our 
service in harmony with His will and purpose. 

The life of the Latter-day Saint is rich to the 
degree that he has opened the door to the Saviour, 
who is ever ready to come in. 

Library File Reference: GOD AND MAN, 



OCTOBER 1966 



383 



This is a true story from the experiences of Dr. 
John Crnkovic, who left his home in Provo to go to 
Ethiopia, where he is presently professor of Educa- 
tional Administration at Haile Selassie I University 
in Addis Ababa. 



Haile, a little Ethiopian shoeshine boy, met 
cold, hunger, loneliness, and even death with . . . 

A Bright 
Sraile of Hope 

by Val C. Wilcox'' 

He could hardly hear the boy's timid knock, but 
Dr. John saw by the mantle clock that it was time. 
He opened the door wide. 

"Well, it's Saturday, and here you are. I'm al- 
ways glad you remember, Haile. Come in." 

Haile was ten years old but so small that he 
looked more like six or seven. His curly hair was as 
black as the polish he carried in his shoeshine box. 

(For Course 2, lesson of December 18, "We Show Our Love 
When We Are Kind"; for Course 6, lessons of December 18 and 25, 
What It Means To Be a Latter-day Saint" and "Christmas, a Time 
for Lovmg and Giving'; ; for Course 10, lesson of November 13 
"Feed My Sheep"; for Course 24, lesson of December 11, "Those Who 
Live Away from Home"; to support Family Home Evening lessons 
37. 42, and 45; and of general interest.) 

*Sister Val C. Wilcox is presently in Addis Ababa, Ethiopia, 
where her husband, Dr. Ray T. Wilcox, teaches at the Haile Selassie I 
University, on leave from Brigham Young University. They are par- 
ents of four sons. Sister Wilcox is president of the Primary of 
eight children in the small but active LDS group there. 

Haile, making his own way as a shoeshine hoy, knelt on the 
cold sidewalk and rubbed the shoes with all his strength. 





Art hy Val C. Wilcox. 



HAILE 



His skin was the same dark brown as his shining eyes. 
And he was smiling. 

It was easy to smile back at Dr. John. He and 
Haile liked each other. They were old friends now. 

Dr. John is a teacher. He came all the way from 
Utah, in the western United States, to help teach 
Ethiopian college students. 

One morning he was hurrying from his apart- 
ment, when his fqot splashed right into a muddy 
puddle. Dr. John looked quickly at his watch. Just 
a few minutes before his first class. Perhaps just 
time enough to run back and change his wet, muddy 
shoes for another pair. 

"Sir, sir!" came a small, pleading voice. Dr. John 
looked down to find a little, dirty shoeshine boy 
waiting hopefully. 

Well, of course, Dr. John put one foot on the 
shoe box right away. When that shoe was polished 
and gleaming, he put his other foot on the box. He 
was pleased with the quick work and the dandy 
shine, so he paid the boy well. They smiled at each 
other for the very first time. 

After that, whenever Dr. John's shoes were dirty 
or dull he went down the street to have them shined. 
And sometimes he had a shine even when his shoes 
didn't really need it. There were many eager shoe- 
shine boys along the way, but Dr. John knew right 
where to find his new friend, Haile. And Haile knew 
right where Dr. John expected him to be. 

Haile was bom not far from Addis Ababa, the 



384 



THE INSTRUCTOR 



large capital city of Ethiopia. There were no schools 
near Haile's home so he never had a chance to learn 
to read or write. The things he had learned were 
how to hold out his hands pleadingly to passing cars 
on the highway near his country home; how to go 
to sleep at night with his stomach still aching with 
hunger; how to gather leaves and dried manure for 
the cooking fire. 

There was never enough of anything in Haile's 
tiny family tukul (house). There was never enough 
ingera and wat (food) for everyone to eat his fill, 
nor enough bedding for everyone to be warm 
through the night. There was certainly never enough 
water to waste on washing the worn shawmas 
(clothes) . Haile's mother walked a whole kilometer 
(.62 miles) to the spring to fill her heavy pottery 
jug every day. All the way back home the valuable 
water grew heavier, and her back ached with every 
step. Water was too precious to be used for washing. 

One thing there was plenty of — that was dirt. In 
the tukul the walls themselves were mud, and the 
floor was simply hardened dirt. Clothing became 
heavy and thick with dirt. The family sat on the 
ground. Dirt was a part of their way of life. Haile's 
home could offer him little. In Ethiopia, boys of 
ten were often expected to make their own way. So 
when he was ten years old, Haile's parents said "Te- 
nastaling" (goodbye) to him and wished him well 
as he set off for the city to make his own living. He 
would work hard. He would do his best. 

The city was already crowded with boys. There 
were not enough schools for city children, either. So 
there were little boys who could not read who were 
selling papers. There were little boys with no shoes 
of their own polishing the shoes of others. 

Haile became a shoeshine boy because he did not 



know how to do anything else. He did work hard. 
When someone put a foot on Haile's box he knelt on 
the cold sidewalk and polished and rubbed the shoe 
with all his strength. And then, when the money 
was put into his hand, he smiled. 

Haile especially liked that nice American "foren- 
gi" (foreigner) who came to him regularly. Not only 
did he pay well, but he smiled back. Those two 
understood each other even though they could nei- 
ther speak nor understand each other's language. 
Dr. John spoke English, being an American; and 
Haile spoke Amharic, being an Ethiopian. But with 
much laughter and wild gesturing they told each 
other their names and made appointments for the 
next shoeshine. 

In July the rain began to fall heavily each day 
and night. Chilled and hungry, Haile longingly re- 
membered the balmy days of sun and warmth. He 
did not think of himself as brave. He did only what 
must be done. But it took a quiet, daily courage 
to step out onto the cold pavement in his bare feet 
to begin searching for the muddy shoes of someone 
who might stop long enough to have a shine. So 
he stood shivering, clutching his shoeshine box to 
his gaunt middle, waiting for the rain to stop. 

The following day Dr. John was in a great hurry, 
so when he couldn't see Haile, he had his shoes 
shined by another boy. He would see Haile next 
time. 

But Haile wasn't there the next time, either. The 
other boys could not tell him about his little friend. 

{Concluded on following page.) 




Until Haile was ten he lived in the tiny tukul (house) , typi- 
cal in Ethiopia. It was made of chicka — a mud, manure, and 
straw mixture — plastered over upright eucalyptus poles and 



then topped with a thatched roof. There were no divisions, 
chimneys, nor windows. Often the tukul sheltered both 
people and animals. 



OCTOBER 1966 



385 



A BRIGHT SMILE OF HOPE {Concluded from preceding page.) 



They didn't speak English. But Dr. John had an 
idea. His cook, Gebre, knew both languages. Gebre 
would ask the boys where Haile could be. 

Gebre spoke to the other shoeshine boys. Then 
he told Dr. John what they had said. 

''They say Haile too sick to work. They say they 
already take Haile's shine box because Haile will 
soon die." 

Dr. John felt sick and angry. 

"Where is he? Ask them where Haile is!" he 
shouted. 

The boys immediately led Gebre and Dr. John to 
Haile's tiny, dingy room. Inside, they could hardly 
see. The odor was sickening. 

Dr. John had realized that Haile could not pos- 
sibly live very comfortably on the meagre amount 
he earned, but the American was not prepared for 
the terrible condition he found. 

For the pittance of 20^- that Haile paid the land- 
lord each month, all he could expect was a space 
on the ground under a roof. But even this space was 
not his own. It must be shared with two dirty, sick 
old men who also could afford nothing better. 

In this hovel, lying directly on the bare, chill 
ground lay a wasted Haile. His small body was 
scabby with filth and painfully swollen with pleurisy. 

"There he is, there in the corner!" 

The cover and the boy were the same dirty gray. 
Haile certainly was sick. So sick he didn't open his 
eyes when Dr. John spoke. How strange to see 
Haile's pinched face without a smile! He was so 
small and alone. 

Dr. John realized that the other boys were right. 
Haile was dying. 

This mustn't happen! he thought frantically. 
Something must be done. 

Tenderly, Dr. John and Gebre lifted the helpless, 
limp body. They drove quickly to a hospital where 
the doctor spoke English. 

"This child is dying. We may be able to save him. 
Quickly, nurse!" 

The hospital attendants gave Haile nourishment 
through his veins as he lay unconscious. Here were 
medicine, warmth, and people who cared. 

It was many days in the clean quiet of the hos- 
pital room before Haile responded to food and medi- 
cine. When he began to feel better, he also began 
to worry about his costing Dr. John so much money. 
So he slipped his feet out of the bed, felt for the 
floor, and tried to walk. His legs shook badly and 
his head was dizzy. It was many more days before 
Haile's strength returned. 



The nurses began to joke with Haile just to see 
him smile again: 

"Do you have hidden pockets, Haile, or where 
does all the food go in a tiny boy like this?" 

"Do you know, when we gave you your first bath, 
the dirt plugged the drain completely?" 

Very seriously, however, the doctor counseled Dr. 
John, "This boy will be sick again and will surely 
die next time unless he has good food and baths and 
clean clothing." 

"He will not die of hunger and filth," Dr. John 
promised. "I will see to that." 

Finally it was time for Haile and Dr. John to 
have a long talk. Gebre's head turned rapidly from 
one side to the other, as he interpreted for each one 
what the other had said. 

"No, Haile says he wants to earn his own way. 
He says he cannot stay with you." Gebre told Dr. 
John. And then, to Haile, "All right, Haile, Dr. John 
says he will help you if you will make him a promise." 

"Haile says he will promise you anything. Dr. 
John, because you are his kind friend." 

So it was that Dr. John bought Haile another 
shoeshine box, some shoes of his very own, and two 
whole sets of new clothes. 

And Haile kept his promise to come every Satur- 
day afternoon (when business on the street was slow 
anyway) to polish Dr. John's shoes. Haile always 
received a dollar — a whole dollar — for his work. And 
then into the kitchen he went for a weekly bath in 
the laundry tub and a change into the other set of 
clean clothes always waiting for him there. Then he 
ate a good, healthful dinner. Between bites, he 
and Gebre made a joke or two and set the bright 
kitchen walls ringing with their laughter. 

Later, Haile had the extreme good fortune to be 
accepted in the local school, and since then he has 
come every day to Dr. John's for breakfast and to 
put on his school clothes. He is learning to read and 
write his native language. At noon he returns for 
lunch, changes to his work clothes, and goes out to 
earn his way shining shoes. It is such a choice 
opportunity, such a stroke of good fortune for him 
to be accepted by the overcrowded schools, that it is 
indeed a happy ending to the story. 

Haile is glad Dr. John came to Ethiopia. And as 
Dr. John watches Haile's slight form and bright 
smile disappear around the corner every morning, he 
is glad he came to Ethiopia, too. 



Library File Reference: KINDNESS. 



386 



THE INSTRUCTOR 



ENOCH WALKED 

AND TALKED 

WITH GOD 



As members of The Church of Jesus Christ of 
Latter-day Saints, we are very fortunate to have a 
true prophet and servant of God as our leader. His 
name is President David 0. McKay. Through him 
we learn the commandments of God. He tells us what 
is right for us to do and what is wrong. We leam 
that we are to be thoughtful of other people and 
kind to them. We leam that work is a privilege and 
a blessing, and we learn many other good things 
which will help us to be happy. 

Long ago there lived another great man who was 
beloved of God. His name was Enoch. We know 
about him because Moses, another great prophet, 
wrote about Enoch. This story is in the Pearl of 
Great Price. (Show a copy.) In this book, we are 
told that Enoch was a great and good man. He was 
anxious for the people to listen to the word of God 
and obey it, so he journeyed throughout the land 
teaching the people. 

The Lord God loved Enoch very much, "and as 
he journeyed, the Spirit of God descended out of 
heaven, and abode [stayed] upon him." {Moses 
6:26.) 

One day Enoch ". . . heard a voice from heaven, 
saying: Enoch, my son, prophesy [give instructions] 
unto this people, and say unto them — Repent, . . ." 

Then the Lord said: "I am angry with this peo- 
ple, and my fierce anger is kindled against them; for 
their hearts have . . . [become] hard [they were not 
kind and thoughtful], and their ears are dull of 
hearing [they are not listening and paying attention 
to God's word], and their eyes cannot see afar off 
[they cannot understand that the blessings of God 
await them if they are faithful]." (Moses 6:27.) 

Then the Lord told Enoch that ever since the 
day He created the earth for His children, some of 
them had disobeyed Him. Some had even denied 
there was a God. And some, like those who live 
today, had been cruel and killed their fellowmen. 
All these actions had made God both angry and sad. 

When Enoch heard these words from the Lord, 
he bowed low and asked why it was that he, who 

(For Course 2, lessons of October 30 and December 11, "Helping 
others Makes Everybody Happy" and "Love Makes Us Want To 
Share"; for Course 4, lesson of December 4, "The Pearl of Great 
Price Is a Record"; to support Family Home Evening lessons 40, 43, 
and 45; and of general interest.) 



was so young and slow of speech, had been chosen 
to be a servant of God. 

But the Lord knows what He is doing. He knows 
the hearts and minds of people, and He chooses His 
servants wisely. He told Enoch to go forth and do 
as he had been commanded, and he would be blessed 
so that he could express himself well to tell the 
people the will of God. The Lord said: 

Say unto this people: Choose ye this day, to 
serve the Lord God who made you. {Moses 6:33.) 

Enoch did as the Lord commanded. He went 
everywhere, teUing people to repent. They became 
cross and angry with him. They asked him who he 
was and why he was preaching to them. 

Then Enoch told them that he came from the 
land of Cainan where his father had taught him in 
all the ways of God. He told them the Lord had 
spoken to him and commanded him to preach re- 
pentance to the people. He told them they must be 
baptized as Adam was baptized, by immersion "in 
the name of the Father, and of the Son, . . . and of 
the Holy Ghost, which beareth record of the Father 
and the Son." {Moses 7:11.) 

The faith of Enoch became so great that "all 
nations feared greatly, so powerful was the word of 
Enoch, and so great was the power of the language 
which God had given him." {Moses 7:13.) 

After many wars and much bloodshed between 
the people of Enoch who loved God and the wicked 
people of the earth, "the Lord came and dwelt with 
his people, and they dwelt in righteousness," {Moses 
7:16.) 

. . . And the Lord blessed the land, and they 
were blessed upon the mountains, and upon the 
high places, and did flourish. 

And the Lord called his people Zion, because 
they were of one heart and one mind [all of them 
were righteous]. . . . {Moses 7:17, 18.) 

This meant that the people understood and 
obeyed the laws of God. As a result they were happy, 
and there were no poor among them. (See Moses 7: 
18.) 

Later Enoch "built a city that was called the 
City of Holiness, even Zion." {Moses 7:19.) 

One day the Lord told Enoch that He had blessed 
the city of Zion and those who lived in it, but that 
He had not blessed the other people, who were 
wicked. 

So righteous and so good were the people of 
Enoch that they and the whole city of Zion, in 
which they lived, were taken up into heaven by the 
Lord. — Marie F. Felt. 



Library File Reference: ENOCH. 



OCTOBER 1966 



387 



A CONSTANT SHARING 



Twenty-second in a Series To Support the 
Family Home Evening Program 




by Reed H. Bradford 



One of the specific assignments given to parents 
is that they shall teach their children. In the Doc- 
trine and Covenants some specific things are men- 
tioned that parents should teach, including faith in 
the Saviour, repentance, baptism, and prayer. (See 
Doctrine and Covenants 68:25-28.) In other scrip- 
tures, however, a general commandment has been 
given that all individuals should teach one another. 
This counsel and instruction given by the Lord in- 
volves a principle basic to our progress and happi- 
ness. When asked on one occasion, 

Master, which is the great commandment in the 
law? Jesus said . . . thou shalt love the Lord thy 
God with all thy heart, and with all thy soul, and 
with all thy mind. This is the first and great com- 
mandment. And the second is like unto it, Thou 
shalt love thy neighbour as thyself. (Matthew 22: 
36-39.) 

(For Course 6, lesson of December 18, "What It Means To Be a 
Latter-day Saint"; for Course 10, lesson of November 13, "Feed My 
Sheep"; for Course 18, lesson of October 2, "Equality"; for Course 24, 
lesson of November 20, "The Home and Personality Growth"; for 
Course 26, lesson of October 23, "Hosea, Prophet of Love"; to sup- 
port Family Home Evening lessons 37 and 40; and of general interest.) 



Love Promotes Sharing 

A sharing kind of love should be developed in 
famiUes. Many individuals love others primarily from 
a sense of duty. Such persons are to be respected 
because duty is a very important aspect of human 
living. But involved in the second commandment 
stated by the Saviour is another motive for loving 
one another. We should first "love ourselves" in the 
sense that we develop our gifts, abilities, knowledge, 
wisdom, and skill in the manner indicated by the 
Lord. Then we should share our gifts, our under- 
standing, our knowledge, and our skills with our 
families and fellowmen. If others do the same, then 
everyone can grow more intensively and rapidly. 

We must remember that all of us are children of 
the same Father: we are all part of His family. Our 
motive in dealing with another person should be to 
help him grow and develop. Then we can freely share 
with him without wondering what he is going to do 
for us in return. In many cases our actions will 
motivate him to share with us. Thus, when we re- 
spect and love each other, there is a constant sharing 
back and forth among us. There is a constant en- 
richment of everyone because the gifts and knowledge 
of each person are available to all. This, then, is 
another kind of motivation involved in the second 
commandment. 

The Definition of Teaching 

Before considering some of the factors in human 
relationships that facihtate teaching, let us define 
teaching. We cannot say we have learned a principle 
of the Gospel until we understand it intellectually 
and spiritually and have finally implemented it in 
our lives. Many of us understand a given Gospel prin- 
ciple intellectually. Others understand it and accept 
it as being desirable. But neither of these two steps 
is sufficient. Only when the principle becomes a part 
of our character do we experience the joy associated 
with it. Thus, the teacher has not taught until his 
students learn, understand, and live the given prin- 
ciple. 

With this definition of teaching as a guide, let 
us consider some things which will facihtate its ac- 
complishment. 

What Kind of Love? 

The kind of love and respect we have for 
members of our family will determine to a signifi- 



388 



THE INSTRUCTOR 



cant degree what affect we will have on each other. 
Some people have indicated that the two words 
"teaching" and "learning" should be replaced with 
one term. They point out that it is the individual 
himself who must acquire the understanding, give 
the acceptance, and supply the implementation of a 
principle. This is true. Another person, however, can 
give knowledge, can help analyze a given situation, 
can convey the joy that he himself has derived from 
the principle, and can motivate another with a de- 
sire to experience the same joy. When the learner 
realizes that his associates extend respect and love 
and that they are not trying to use him for selfish 
motives; when he knows that their motives are hon- 
est, many opportunities to help him will be opened. 

But, verily I say unto you, teach one another 
according to the office wherewith I have appointed 
you; 

And let every man esteem his brother as himself, 
and practise virtue and holiness before me. 

And again I say unto you, let every man esteem 
his brother as himself. 

For what man among you having twelve sons, 
and is no respecter of them, and they serve him 
obediently, and he saith unto the one: Be thou 
clothed in robes and sit thou here; and to the other: 
Be thou clothed in rags and sit thou there — and 
looketh upon his sons and saith I am just? 

Behold, this I have given unto you as a parable, 
and it is even as I am. I say unto you, be one; and 
if ye are not one ye are not mine. (Doctrine and 
Covenants 38:23-27.) 

Teach by the Spirit 

We must try to live in such a way that the Spirit 
which emanates from our Father in heaven will in- 
fluence our lives. We want to be certain that what 
we give to another will enlarge his life rather than 
limit it. 

"And the Spirit shall be given unto you by the 
prayer of faith; and if ye receive not the Spirit ye 
shall not teach." (Doctrine and Covenants 42:14.) 
It becomes obvious that before we have access to 
this Spirit, we must know the principles taught by 
the Saviour; we must demonstrate integrity by liv- 
ing them. 

In trying to help another acquire an understand- 
ing of a principle of the Gospel, we must consider 
that person's present knowledge, understanding, and 
experience. This is one reason the Saviour taught in 
parables. In each parable He described experiences 
most listeners would understand. One of the natural 
mistakes we make is to assume that another person 



understands something the way we ourselves under- 
stand it. In many cases this is not true. We there- 
fore should strive to communicate with another per- 
son so that he does acquire the meaning we wish to 
convey. If he has not had the experience necessary 
to understand, we must try to provide it, actually, or 
vicariously as the Saviour did. He does not need to 
commit evil, however, in order to understand its con- 
sequences. Evil can be pointed out to him in the 
lives of many people. 

On the other hand, there are many experiences 
that are desirable. All of the Lord's positive teach- 
ings are of this nature. For instance, we can experi- 
ence the joy associated with the Word of Wisdom 
only when we have lived its teachings. 

The Lord's Blessings Are for All 

The degree of involvement that an individual has 
in understanding and implementing a given principle 
will in many cases reflect the depth of the teaching 
that has occurred. For example, we may simply tell 
another person he will derive joy from loving his 
fellowmen. That person, however, will have a much 
greater understanding of what this means when he 
has thought deeply about it and has tried to actual- 
ly give real respect and concern for other individuals. 
Anyone who has done something for another with- 
out thought of reward, and who sees the appreciation 
which usually accompanies such action, will soon 
understand the meaning of loving another. 

Having a deep love for one another means we can 
complement one another. We share our gifts and 
abilities freely. We do not think of ourselves as be- 
ing superior because we have lived a few years 
longer than someone else. Even though one mem- 
ber of the family has a gift which someone else does 
not possess, this does not justify him in thinking 
he is thereby a superior person. We must think 
primarily in terms of how he can share his gift with 
others. The Lord pours out His blessings freely upon 
all who seek Him in humility and righteousness. 

And now, he imparteth his word by angels unto 
men, yea, not only men but women also. Now this 
is not all; little children do have words given unto 
them many times which confound the wise and the 
learned. {Alma S2:2S.) 

Out of this kind of teaching — or as one might 
say, sharing — by those who love one another, there 
comes a mutual growth which is never ending. 



Library File Reference: TEACHERS AND TEACHING. 



OCTOBER 1966 



389 



AN APPRECIATION 
FOR THE WRITINGS 

OF MALACHI 



by Robert J. Matthews 



The Hebrew meaning of the word Malachi is "my 
messenger." Malachi lived after the time of the 
prophets Haggai and Zechariah and probably was a 
contemporary of Nehemiah, the governor. Although 
it is impossible to give exact dates,^ it is usually con- 
sidered that he lived in Judea about 450 B.C. 

Contemporary Events 

Listed below are some of the events and personal- 
ities throughout the world about the time of Malachi: 

Greece: 

This was the time of Socrates (470-399 B.C.). It 
was also the time of Hippocrates (460-400 B.C.), 
traditionally regarded as the "father of medicine" 
and the developer of the Greek schools of medicine. 
(Many graduates in medicine today still take the 
Hippocratic Oath.) This was also the time of Hero- 
dotus (484-425 B.C.), the great historian, some- 
times known as the "father of history"; and also of 
the Greek historian, Thucydides (471-400 B.C.). 
Likewise it was the beginning of the time of Plato, 
the Greek philosopher (428-348 B.C.). 

Rome: 

During this time, Rome extended its domain 
throughout Italy, and the Republic was founded. 
Many of the events resulting in the development of 
the Roman legal system occurred in this period. 

America: 

This was the time of the prophets Enos and Ja- 
rom, recorded in the Book of Mormon. A reforma- 
tion was taking place among the Nephites, and a 
serious attempt was being made to convert the 
Lamanites. There were also wars and much blood- 
shed. (Books of Enos and Jarom.) 

This was also about the time that the Jaredite 
nation was coming to its close. 

(For Course 10, lesson of December 18. "Looking Toward the 
future ; for Course 20, lesson of December 18, "All Things Are 
^?^^}^^lt ^^°J^)^ ^^^i Believeth": for Course 26, lesson of December 
11, Malachi ; for Course 28, lesson of October 16, "Revelation"- 
t°^ support Family Home Evening lessons 41 and 44; and of general 

lAU datps of antiquity are subject to some question and often 
vary with the sources consulted. Those used in this article are 
derived from World Boofc Encyclopedia and the Encyclopaedia Britan- 



As can be seen, the world was active; and there 
were some great characters contemporary with Mala- 
chi. Where other nations and other peoples were 
making contributions in the secular fields of law, 
history, and medicine, the precise mission of Israel 
was in things of the spirit. 

Central Themes 

The first two chapters of Malachi consist mainly 
of criticism of the actions of the people of that day. 
Chapter one tells that the priests were offering unfit 
and improper (sick, lame, blind) animals as sacri- 
fices. Chapter two is an indictment against the 
priests for corrupting the covenants which they had 
made as the sons of Levi. 

Chapter three emphasizes the importance and 
the blessings of tithing and contains an indictment 
against adulterers, false swearers, those who oppress 
the hireling, the widows and the fatherless, and those 
who turn away strangers from that which is right. 

Chapters three and four deal partly with events 
to be fulfilled in the dispensation of the fulness of 
times, namely, the sending of EUjah, the coming of 
the Lord, and the burning of the earth. 

A Call to Faithfulness 

Ma/ac/ii 3: 13-18 presents an important discussion 
regarding faithfulness. The Lord said that the peo- 
ple's words had been stout against Him. Their reply 
was, "What have we spoken so much against thee?" 
The Lord answered that His concern was because 
they had said: 

. . . It is vain to serve God: and what profit is it 
that we have kept his ordinance, and that we have 
walked mournfully [dutifully] before the Lord . . . ? 
(Malachi 3:14.) 

The people complained that the proud were hap- 
py, the wicked were prosperous, and even those who 
tempted God seemed to be delivered from their 
trials. (Malachi 3:15.) However it is evident that 
some were faithful, for the narrative continues: 

Then they that feared [respected, worshipped, 
loved] the Lord spake often one to another: and the 
Lord hearkened, and heard it, and a book of remem- 
brance was written before him for them that feared 
the Lord, and that thought upon his name. 

And they shall be mine, saith the Lord of hosts, 
in that day when I make up my jewels; and I will 
spare them, as a man spareth his own son that serv- 
eth him. (Malachi 3:16-17.) 

The above passage emphasizes the significant fact 
that although sometimes the wicked and the dis- 
obedient seem to be happy and prosperous while the 
obedient are often tried and tested to the uttermost, 
nothing will escape the attention of the Lord. When 



390 



Last in a series of four Centennial reprints, "Voices of the Past," 
being featured in The Instructor this year. 

GHRISTMAS IS 21 TIME OF JUBILEE 

The word "Jubilee" suggests rejoicing. To most of us this suggestion comes 
because of the connotation we make; but the Hebrew word "Yobel" from which 
Jubilee is derived, suggests figuratively "a cry of joy" or "joyful shout" or, accord- 
ing to one authority, "freedom, liberty," which are, of course, cause for rejoicing. 

— David O, McKay. 




ORGANyXME DE5ERET ^SUNDAY 3CMOOL UNION 



VOL. 42, 50, 64, 92 



SALT LAKE CITY, UTAH 



1907'1957 



Editor's Note: Another 50 years have been added 
to the history of The Instructor since General 
Superintendent JDavid O. McKay paid tribute to 
the magazine in its Jubilee year, 1915. Since that 
time the name of the magazine has been shortened 
and its service enlarged to correspond with the 
greater purpose of the publication. The Instructor 
now serves all age groups. Yet the vitality of Presi- 
dent McKay's message endures, as meaningful to- 
day as it was then. We present it as a tribute to his 
long years of Sunday School service and as a con- 
tinuing message of instruction. 

THE "JUVENILE'S" JUBILEE 
by David O. McKay 

HE Jubilee year as celebrated by an- 
cient Israel crowned the observance of 
a Sabbatical cycle which included the 
Sabbatical year, the Sabbatical month 
and the Sabbath day. 

And thou shah number seven sab- 
baths of years . . . and the space of the 
seven sabbaths of years shall be unto 
thee forty and nine years. 

Then shalt thou cause the trumpet 
of the jubile to sound on the tenth day 




of the seventh month, in the day of atonement shall 
ye make the trumpet sound throughout all your land. 

And ye shall hallow the fiftieth year, and pro- 
claim liberty throughout all the land unto all the 
inhabitants thereof: it shall be a jubile unto you; 
and ye shall return every man unto his possession, 
and ye shall return every man unto his family. 
(Leviticus 25:8-10.) 

The word "Jubilee" suggests rejoicing. To most 
of us this suggestion comes because of the connota- 
tion we make; but the Hebrew word "Yobel" from 
which Jubilee is derived, suggests figuratively "a 
cry of joy" or "joyful shout" or, according to one 
authority, "freedom, liberty," which are, of course, 
cause for rejoicing. 

It is the earnest desire of the General Board to 
make this, the fiftieth anniversary of the Juvenile 
[Instructor] truly a year of rejoicing. . . . 

Fifty years ago, it tried to influence the child by 
direct contact. Now, with the increased power and 
wisdom of half a century, it marshals the aid of 
parents, teachers, organizations, and all that can 
be made use of in science, literature, and art. 



C-1 





First Assistant 

General Superintendent 

David O. McKay, 1915 




Not only in the con- 
j^fmSK^ templations of its origin 

mfr^ "^,^ do we find cause for re- 

joicing, but in the results 
achieved. How many 
hundreds of boys and 
girls, now grown to man- 
hood and womanhood, 
have received inspiration 
and guidance from the 
pages of the Juvenile 
[Instructor], no one 
will ever know. How 
many minds have been 
influenced by the thous- 
ands of articles published 
during the past fifty years may never be revealed. 
One thing is certain: If there were but one way- 
ward boy whose life has been saved by the Juve- 
nile [Instructor], we have cause for rejoicing; 
for through him are families blessed, perhaps for 
generations, for 

Our echoes role from soul to soul, 
And go forever and forever. 

When we think of the thousands so blessed, 
and this blessing continuing through hundreds of 
thousands of lives, truly our hearts are filled with 
gratitude for the inspiration that came to President 
George Q. Cannon to give to the Church the Ju- 
venile [Instructor]. 

In the ancient Jubilee year . . , every man re- 
covered his right to "his possession" and was re- 
turned "to his family." The Juvenile [Instructor] 
belongs to the Sunday School Union, and there is 
not an officer or a teacher throughout all modem 
Israel who does not own an interest. Now is the 
time for each one to recover " his possession." 

Fifty years of usefulness! Fifty years of blessing! 
In youth and middle age, hundreds of thousands 
now contemplate the half century just past. Let us 
look to the future as ■ well. Fifty years ahead! Most 
of us shall have written the last page in the book 
of this mortal life, and youth and middle age of 
that future day may perhaps give a passing thought 
to the little good our words and acts have been to 
them. If so, they will want to contemplate only 
that which has been worth while — only the good, 
the true and the beautiful. So, while we determine 
to make 1915 a real Jubilee year for the Juvenile 
[Instructor], let us determine also to make every 
coming year a Jubilee year in our lives. 

{Volume 50, page 92.) 




CHRISTMAS THOUGHTS 

(Address delivered by Elder Orson F. Whitney in 
the Tabernacle, Salt Lake City, December 25, 1906.) 

"God so loved the world, that he gave his only 
begotten Son, that whosoever believeth in him 
should not perish, but have everlasting life." (John 
3:16.) That was the greatest of all Christmas gifts 

The custom of giving gifts on certain days of the 
year is much older than the observance of Christ- 
mas day. . . . The true Christmas gift, hallowed by 
its association with the idea of the world's Re- 
deemer, represents unselfish interest in the happi- 
ness of others. 

In every Christmas gift worthy of the name, 
there are three prime essentials. In the first place, 
the gift should not impoverish the giver. While 
designed to promote the happiness of the one who 
receives it, it should also give happiness to the one 
who bestows. Therefore it should be such a gift as 
the giver can afford to give, one that will benefit 
in the highest sense the bestower, one that will ex- 
emplify the truth of the divine declaration: "It is 
more blessed to give than to receive." (Acts 20:35.) 
In the next place, the gift should be appropriate — 
suited to the time, the place, the person, and the 
condition; an example, in short, of "the eternal 
fitness of things." Lastly, and firstly, and all the 
time, it should be given ungrudgingly, not for pol- 
icy's sake, nor to conform to any mere custom of 
fashion. It should be an expression of pure friend- 
ship, of exalted affection, and the giving should be 
heartfelt and sincere. The cost should cut no figure. 
Well and wisely has it been said: "The best Christ- 
mas gift is not the one that costs the most money, 
but the one that carries with it the most love." 

In this light — this triple light — let us survey 
the great gift of our Heavenly Father, in sending 
his Son Jesus into the world, to die that man might 
live. Depend upon it, that gift did not impoverish 
the Giver. The well of divine love is always deepest 
when most is drawn. Rather did the giving add to 
God's honor and glory, and to that of the Saviour 
Himself. The possession of all power, in heaven 
and on earth, came to Him as the result of His 
crucifixion on Calvary. And yet that offering was 
made unselfishly, ungrudgingly, with full fore- 
knowledge, no doubt, of the inevitable fruits, but 
without sordid calculation, and with no thought 
save to glorify the Father and to benefit and bless 
mankind. It was a whole-souled expression of the 
love of God for man. 



C-2 




Reverence for Holy Places — third of a series 







^r^mX, '' 







of Bethlehem 

BY LoRiN F. Wheelwright 

Pilgrims who visit the shepherd fields near 
Bethlehem pause to wonder and to ponder. It was 
here, twenty centuries ago, that the heavenly host 
sang, "Glory to God in the highest, and on earth 
peace, good will toward men." (Luke 2:14.) On 
that first Christmas these divine words filled the 
hearts of humWe shepherds with joy and stirred 
them to share the good tidings with friends. 

All who heard their story "wondered at those 
things" which they had witnessed on the lonely 
hills of Judea, and Mary "pondered them in her 
heart." (Luke 2:18, 19.) Today we still wonder 



and ponder the coming of our Lord and the mean- 
ing of His life. We, too, feel impelled to share His 
glad tidings and the joy of His love. This is the 
spirit of Christmas. 

The fields as pictured here were photographed 
in December. They appear barren and fruitless, 
but I am told that in April (which we believe to 
be the month of the Saviour's birth) they are 
green, providing good feed for sheep. Regardless 
of the vagaries of calendars and traditions, the 
great event that transpired here initiated other 
events that have transformed the thinking and 
culture of man. 

All Christendom loves Bethlehem and the 
shepherd fields. Here is the inspirational genesis 
of such masterworks as The Messiah, by Handel 
and The Other Wise Man by Van Dyke. Here is 
the birthplace of all the Christmas carols that 
echo in every tongue and nation. Here is the bril- 
liant pallet for the art which makes Christmas a 
colorful festival. Here is the soil from which grew 
every Christmas tree that children adore. Here is 
the resting place of a star which guided wise men 
bearing the first Christmas gifts. And here were 
uttered those first "good tidings of great joy" which 
echoed throughout the world in the happiest 
greeting of the year, "Merry Christmas!" The mag- 
nitude of events springing from the birth of Christ 
is incomprehensible and causes Christians who 
visit the Holy Land to approach these shepherd 
fields with reverence and awe. 

Moisture is scarce in the Holy Land. The tra- 
ditional pictures showing shepherds in the snow 
beside their campfires may bear a likeness to many 
experiences of colder lands, but the preconcep- 
tions of pilgrims reflecting childhood dreams melt 
in the reality of this sacred place. The typical vis- 
itor travels from imagination to reality and then 
beyond reality into imagination again. The mo- 
ment of reality brought awareness to me of the 
hard, dry earth of Palestine. Rocks seemed in 
much greater abundance than growing things. 
Rocks form the countless terraces, the walls, the 
buildings, and houses. Their availability makes 
their use as weapons logical. The stones of fields 
like these could be those hurled at a woman taken 
in sin, or at Stephen, or at Jesus himself. Their 
prevalence gives the impression that life-giving 
vegetation is truly a gift of God. This explains the 
comment of an old Arab teacher who described 

(Concluded on opposite back of picture.) 



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Photograph by 
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London as a paradise, because there it rains si- 
most every day. 

From the hard reaHty of rocks, one can take 
flight in imagination and see again those "shep' 
herds abiding in the field, keeping watch over 
their flock by night," (Luke 2:8.) In this setting, 
one can visualize the hazards of a rugged country 
where sheep might easily fall prey to the wild 
beasts spoken of in the Bible. One is prompted to 
sermonize on the fact that these shepherds were 
doing their duty when the "angel of the Lord 
came upon them." (Luke 2:9.) They had not 
abandoned their responsibilities in search of pleas- 
ure. If they had, they would never have been at 
the right place — God's appointed place — to 
witness the first Christmas. The sophisticated 
rulers of Jerusalem did not hear the angels sing 
nor see the star of Bethlehem. It was the humble 
of heart, doing their duty, who saw and heard. 

In the perspective of twenty centuries, the 
event is still filled with mystery. As I stood there 
I recalled a Christmas card from one of our em- 
ployees, a deaf-mute. It contained a verse of Paul 
Rader and made me think that only God, who is 
all-seeing, all-powerful, and all-knowing could 
create Christmas. The verse says: 

That Christmas Day, if you were God 
And that was your Son on that stable sod, 
Wrapped for death with its sin'Cursed sting, 
Would you have made the angels sing? 
Would you have sent a lonely st^ar 
To guide the Wise Men from afar, 
While weaklings did what haters bid? 
Our loving Heavenly Father did J 

My mind then contemplated the powerful 
symbols of Christmas — the star, the tree, the 
candle and the holly. And I remembered the first 
music I ever composed. It was a setting for two 
verses by my high school teacher, Blanche Kendel 
McKey. The poem is my favorite of all Christmas 
poems because it expresses a deep and profound 
feeling for the holiest of days. 

When Christmas candles cast their golden gleam, 
Let me remember Him who brought the light. 
Let not the flaming holly, nor the din of noisy 

laughter 
In a bright joy world of white, 
Shut out remembrance of the natal night. 



Oh, little star that shines upon the tree. 
Recall for me the first bright guiding beam. 
Help me to see behind thy charm and thee, a 

deeper grace. 
That though 1 carol gay 
In candle light and glow of Christmas tree, 
My soul may go about on bended knee.- 

My inner ear also heard the sweet voices of 
Hawaiian children, whom I had just visited, as 
they sang at our Sunday School conference a carol 
which we published in The Instructor several 
years ago: 

Star bright, the world is pining 

For you to turn night into the day; 

Oh, star bright, in heaven shining, 

Come glow within me, on Christmas day.^ 

The poetry of faith wells within our hearts as 
we contemplate the shepherds, the angels, Bethle- 
hem, and the Christ Child. Here are lines of a 
new song about the star of Bethlehem. The music 
sweeps along in a spirit of wonder, thanksgiving 
and joy. It grew from wondering and pondering 
the meaning of Bethlehem and the shepherd fields. 

Star of Bethlehem 

How lovely is the Star of Bethlehem, 

Whose holy rays infuse the sky 
When all men from their toil take leave 

On wings, like birds that homeward fly. 

How lovely is the Star of Bethlehem, 

When shepherds gaze in wonder at the sight; 

And angel choirs, praising Him, above. 

Sing Hosannah! Sing Hosannah in the night. 

How lovely is the Star of Bethlehem, 

Whose glory lights the road we pilgrims trod. 

With promises of peace, good will toward men 
Through Christ, the Son of God. 

How lovely is the Star of Bethlehem, 

A beacon shining bright again; 
In children's eyes it glistens like a gem, 

And sings the angel song, 

"Good will toward menl"^ 



1 Source unobtainable. 



2 Used by peimission of Unity magazine, copyright owners. 

3 "Star Blight," words and music by Lorin F. Wheelwright. The 
Instructor, October, 1959, page 323, Used by permission of Pioneer 
Music Press, copyright owners. 

4 Copyright by Pioneer Music Press, Salt Lake City. Used by per- 
mission. 

(For Course 1, lesson of December 11, "Jesus Was A Baby When 
He Came Here To Live"; for Course 4, lesson of October 23, "The 
Bible Is A Record"; for Course 6, lesson of November 20, "A Latter- 
day Saint Believes in Prophecy"; for Course 10, lesson of November 
20, "Darkness and Destruction"; for Course 18, lesson of November 
20, "Worship"; to support Family Home Evening lessons 45 and 46; 
and for all Christmas lessons.) 

Library File Reference: JESUS CHRIST — BIRTH. 




And who can say that the gift was not approp' 
riate? The world lay dead at the feet of Death. By 
the transgression of our first parents, . . . the world 
had been placed in pawn; the name of the pawn- 
broker was Death; and his claim was twofold. It 
was a spiritual as well as a temporal death, involv- 
ing not only the dissolution of the body, but also 
the eternal banishment of the spirit from the pres- 
ence of God. Nothing under the curse had power 
to lift it. No part of that which was held in pledge 
could be used as the means of redemption. Some- 
thing above, something not under the penalty was 
necessary. The life of a god was the price of the 
world's freedom, and that price was paid when 
Jehovah, the God of Israel, came to His own, as 
Jesus the Nazarene, and was crucified in the mer- 
idian of time. 

The salvation thus wrought out, while a free 
gift, was not unconditional. There was something 
for man to do, in order that he might avail him- 
self of the benefits flowing from the atonement of 
Christ. Belief in the Son of God presupposes obedi- 
ence to His commands. We do Him no particular 
favor by keeping His commandments. We are fa- 
vored by being commanded. This is God's way of 
blessing us and preparing us for still greater bless- 
ings. He died that we might live. Common grati- 
tude would call for obedience in such a case; but 
aside from that, obedience is absolutely essential to 
salvation He said. 

Thou shah love the Lord thy God, with all thy 
heart, and with all thy soul, and with all thy mind; 
and thou shah love thy neighbor as thyself. On 
these two commandments hang all the law and 
the prophets. 

The proper answer to those who think their 
personal goodness all-sufficient is this: You cannot 

be good enough to save 
your own souls. Adam 
could not. Eve could not, 
nor can any of their pos- 
terity. All are under the 
curse, and redemption 
must come from above. 
Honesty, truthfulness^ 
virtue, benevolence, are 
pure gold, and are good 
as far as they go. But they 
do not go far enough: 
they cannot save the soul. 
Our Heavenly Father, 
knowing this, provided a 
Saviour, and a plan of 




salvation beforehand, to do that for man which 
man cannot do for himself. If he could have done 
it, it would have been required of him. God is a 
wise economist: He does nothing in vain. He puts 
no premium upon indolence. Man is expected to 
do all he can for himself, for only in this way can 
he be developed and glorified. The Lord prepares 
the way, makes it possible for our efforts to be ef- 
fectual, and supplements them with the divine aid 
indispensable. . . . 

(Volume 42, page 65.) 

FROM MANGER TO MANSION 

by Joseph W. Booth 

If my lot he a lowly manger, 

Or if mine be treasures rare, 

Then help me, O Lord, past the danger 

Both of want, and of wealth with its care. 

If I'm forced to flee into Egypt 

To escape old Herod's wrath, 

Give me strength to return through the desert 

To my future abode — Nazareth. 

If I wander away from my parents 
And meet Doctors and scribes all around, 
May my words, in both questions and answers, 
Be not fickle, hut wise and profound. 

If I'm out in the desert and tempted 

By Satan, while I hunger and thirst, 

Help me choose, not the mere bread to live by. 

But remind me that God's word is first. 

If I'm led to the brow of destruction. 

To be hurled to my death, anon, 

If it be not my hour to meet it. 

Help me pass through the midst and he gone. 

If the tempest endanger my brother. 
And he rouse me from rest and from sleep, 
Let me calmly and lovingly aid him 
To quiet the wind and the deep. 

If some day I'm found beyond Jordan 
With a multitude hungry for bread, 
Though I have hut two loaves and some fishes, 
Let me share mine, that all may be fed. 

If the noise and the cries of dear children 
Are, to others, annoying, I see. 
Let me give them a kiss and a blessing 
And bid them all, "Come unto me." 

If the rabble surround me, and clamor 
With bloodthirsty mien for my life, 
Help me, Lord, to behave with composure. 
And give them no cause for the strife. 

If I see those defiling the Temple 
Who are buying and selling with fraud, 
May I ever be valiant, O Father, 
In defending the house of my God. 




C-3 





If I pray in Gethsemane's Garden, 
While others, near b:y me, sleep on, 
May no agony quench my desire 
To Pray, "Father, Thy Will he done." 

If 1 must climh the slopes of Golgotha, 
And I sink 'neath the Cross on the road; 
God hless the dear friend who relieves me, 
And helps, thus, to lighten my load. 

Though the Cross he the end of my journey. 
Yet I know that my spirit shall live; 
While my fiesh cries, "Why hast Thou forsaken?" 
Let my soul plead, "O Father, forgive." 

(Volume 64, page 8.) 



A BIRTHDAY GIFT FOR THE LORD 

by Elder Spencer W. Kimhall 
of the Council of the Twelve 

"Aren't you making a cake, mother?" asked the 
4'year'old as she saw her mother making prepara- 
tions for the Christmas dinner. 

"No, darling. Why?" 

The little girl said: "We ought to have a cake 
today, a birthday cake. This is Jesus' birthday, and 
we ought to have a birthday cake for Him." 

The hours passed and the grandparents came in, 
and all the family enjoyed the birthday cake for 
Jesus. "Out of the mouths of babes and sucklings. . !' 

In one of the stakes of Zion lives a family who 
also believes in a birthday for Jesus. It was on 
April 6, 1955; and as they gave to me a crisp $50 
bill, they said, "Today is the Lord's birthday. We 
always give gifts to our family members on their 
birthdays. We should like to give a gift to the 
Saviour. Will you place this money where it will 
please the Redeemer most?" 

Two days later, Sister Kimball and I were on 
our way to Europe for a six-month's tour of all the 
missions. As we made hasty and extensive prepara- 
tions, we kept thinking about the birthday gift en- 
trusted to us and then the thought came to us that 
perhaps in Europe we would find the most appreci- 
ative recipient. 

For months we toured the mission, held meet- 
ings with the missionaries and Saints, and met 
many wonderful folks. There were numerous op- 
portunities to present the gift, for the majority of 
the Saints over there could use extra funds. But we 
waited. Toward the end of the mission tour we met 
a little woman in Germany. She was a widow; or 
was she? For she had been alone with her family 
of children for 10 years. Whether her husband was 




deceased or not she did not know. A victim of 
World War II, he had disappeared and no word 
had ever come from him. It was said that he was 
behind the Iron Curtain. The little folks who were 
but children when he was taken away were now 
near grown, and the son was a full-time missionary 
among his German people. 

It was nearing the time of the temple dedica- 
don at Bern, Switzerland. I said to this good wom- 
an, "Are you going to the temple dedication?" I saw 
the disappointment in her eyes as she said how she 
would like to go but how impossible it was because 
of lack of finances. "Here is the place for the gift" 
was the thought which rooted itself in my mind. I 
quietly checked with the mission president as to 
her worthiness and the appropriateness of her going 
to the temple; and then I gave to him half of the 
gift, which he assured me would pay the actual bus 
transportarion to Bern and return. 

A few weeks later we were in southern France. 
. . . We were one hour late for our meeting at Nice. 
It was a hot night. The building was filled to capa- 
city. A woman sat at the piano, entertaining this 
large crowd until our arrival. For one hour she had 
played. I was embarrassed for our delay and so 
grateful to her for what she had done to hold the 
group and entertain them that I inquired concern- 
ing her. Her husband, a professor, had died not 
long ago and the widow was making a meager liv- 
ing through her musical talents. She was a rather 
recent convert. Her mission president and the elder 
assured me that she was worthy and deserving so I 
left with her mission president to be given to her, 
the other half of the Saviour's gift. 

We completed our mission tours . . . and finally 
journeyed to Bern for the dedication service of the 
Swiss Temple. The prophet of the Lord, President 
David O. McKay, was present with three of the 
apostles. After the glorious dedication meetings 
were over, the regular temple services were con- 
ducted in the various languages. As I assisted the 
French Saints in their session, I was conscious of 
the little musician; and she literally beamed as she 
was enjoying the Saviour's birthday gift. She had 
used it to pay for her transportation to the temple. 
Her eyes shone with a new luster; her step was 
lighter; she radiated joy and peace as she came 
through the temple with new light, new hope. And 
I whispered to myself, "Thank the Lord for good 
folks who remember the Redeemer on His birth- 
day. ..." 

(Volume 92, page 360.) 




C-4 




the Lord comes, He will spare the faithful as 
jewels in His crown, but 

. . . The day cometh, that shall burn as an oven; 
and all the proud, yea, and all that do wickedly, 
shall be stubble: and the day that cometh shall burn 
them up, . . . [and] leave them neither root nor 
branch, ( Malachi 4:1.) 

In essence, Malachi said that the Lord wants men 
who will be faithful to duty even at a sacrifice, even 
while all around faithless men are being rewarded 
by the world for their disobedience. Everything 
counts; and faithfulness, even in little things which 
seemingly go unnoticed on the earth, will be remem- 
bered by the Lord. 

Those who are faithful to the Lord . are called 



His jewels or special treasure. This recalls the 
words of Moses that the Lord's people are a "pecu- 
liar treasure" (Exodus 19:5); and of Peter that the 
saints of God are a "chosen generation, a royal priest- 
hood, an holy nation, a peculiar people." (J Peter 
2:9.) The word "peculiar" in these instances is re- 
lated to the Latin term "peculiaris," meaning private, 
and also the Latin "pecunia," meaning money 
[hence our English word, pecuniary] . Thus when the 
Lord speaks of his jewels or his peculiar people, 
the suggested meaning is that the faithful are the 
Lord's personal, valuable, and cherished possessions. 
The word "peculiar" as used in this sense is not 
only the idea of being different, but also that of 
being the precious treasure of the Lord. 



Library File Reference; MALACHI. 




The First 
Christmas in 

the Valley 



OUR COVER 



The first Christmas in Salt Lake Valley came on 
Saturday, December 25, 1847. It was a regular work 
day for most of the Saints. 

In the early morning, a cannon shot was fired to 
wake the Saints in their strange new land, where 
the way of life was hard and many were estranged 
from family and friends. The day was warm and 
bright, with only a sprinkling of snow here and 
there. The ground was soft, and some of the men 
plowed most of the day, while others gathered sage- 
brush or carried on other duties. 

The children were happy with their gifts: dolls 
made of cloth rolled up or cut to shape and stuffed 
with wool, with faces marked on in bright colors; a 
set of dishes from saved pieces of broken plates and 
bowls; balls made of yarn from unravelled, worn-out 
stockings — some neatly covered with leather; play 
horses, whistles, and flutes made of willows from the 
canyons. Some children received only string or light 
rope with which to "play horse." In some homes the 



entire family received only one gift: a beaver skin, a 
buffalo robe, or a new baby. 

Some families joined together for a simple Christ- 
mas dinner of boiled rabbit and bread. 

That night there was dancing and singing. 

On Sunday, the 26th, the Saints gathered round 
the flagpole in the center of the fort and held a meet- 
ing. They sang hymns and joined in prayer. They 
exchanged words of hope, thanksgiving, and faith. 
They knew they were doing the will of God. With 
heartfelt friendship and love for each other, they 
shook hands and wept for joy. The day ended around 
a sagebrush camp fire where they joined in singing, 
"Come, Come Ye Saints." 

— Goldie B. Despain. 

{This month's cover picture by Doug Jordan was painted 
especially for The Instructor to depict the first Christmas 
in the valley.) 
References: 

The Improvement Era, Volume 23, Part 2, pages 959, 960. 
The Instructor, November, 1956, page 237. 



(For all Christmas lessons.) 



Library File Reference : PIONEERS. 



OCTOBER 1966 



391 






In a revelation directed to Emma Smith, the Lord 
called the song of the righteous ... 



"A PRAYER 
UNTO ME... 



by Clair W. Johnson 

Each Sunday morning the Saints are heard sing- 
ing praises to God. During the worship service they 
are given time to improve their singing. They prac- 
tice new hymns, learning the Gospel message around 
which the text of a hymn is centered, and also its 
musical setting. They develop correct singing habits 
in order to express themselves more beautifully in 
this medium. Hymns previously rehearsed are mem- 
orized and perfected so that the singing may become 
a fervent expression of each person's feelings. A 
hymn must be well learned to become a "song of 
the heart." 

Who Is Responsible? 

All who are present in the worship service share 
in the responsibility for making the hymn practice a 
satisfying religious experience. Their efforts are di- 
rected toward greater spiritual expression in singing. 

Purpose of the hymn practice is not to use up ten 
minutes, but rather, to accomplish something. "Wor- 
ship is not accidental," our conference theme tells us. 
Neither is a good hymn practice accidental. It must 
be well planned, well prepared, and well executed to 
be successful. 

Presiding officers lead out in the worship service 
by establishing a devotional mood during the pre- 
lude which dominates the entire service. This spirit 
of reverence should not be broken during hymn prac- 
tice. We can be joyous and happy in our worship 
without losing reverence in an effort to "pep up the 
group." 

Choristers and organists are, first of all, teachers 
of the Gospel. Their calling is to teach and inspire 
so that singing becomes an expression of deep love 
for the Divine. Singing hymns is like uttering beau- 
tiful prayers, and during hymn practice we are leam- 




Art by Dale Kilbomn. 

ing another mode of prayer: worship through hymn 
singing. We learn Gospel principles in a musical set- 
ting. We learn to express our testimonies in song, to 
praise our Creator, and to express gratitude. 

Good Habits Develop Good Singing 

In addition to learning to worship through the 
use of hymns, our purpose includes the perfecting of 
hymns already in use, and the learning of new ones. 
Choristers and organists should teach good singing 
habits, believing that the musical setting should be 
correct if it is to be beautiful. They must have op- 
portunity to give verbal instruction to achieve these 
aims. Otherwise, how can new hymns be learned, 
or others improved? 

In a ward visited recently, the singing during 
sacrament meeting was in great need of improve- 
ment. It was in no way a reflection of inner feelings. 



392 



THE INSTRUCTOR 



Members of the congregation held their hymnbooks 
in their laps. Their heads were bowed. No one 
watched the chorister. Correcting such faulty habits 
can and should be done during the hymn practice in 
the Sunday School worship service. The objective of 
the Sunday School is to teach as well as to worship. 

The correction or improvement of faulty singing 
habits can be done in kindness without scolding or 
offense and without disturbing the worshipful mood 
of the service. 

Prepare and Achieve 

Successful hymn practices are the result of care- 
ful preparation. To prepare themselves, chorister 
and organist study the text of the hymn; -they deter- 
mine the correct tempo and style; they determine 
how the hymn is to be presented. They plan goals 
to be achieved, with methods to be used for achieving 
those goals. 

As Superintendent Hill once said, "An unpre- 
pared chorister is even worse than an unprepared 
teacher, because his [class] is the entire congrega- 
tion." Many evils now existent in hymn practice are 
not the result of the system, but are due to lack of 
preparation, understanding, and training on the part 
of the chorister. 

To correct this, it is suggested that the training 
of our choristers and organists be improved and in- 
tensified. The Church Music Committee should lead 
out in this. More college emphasis can be placed on 
chorister classes to develop music leaders instead of 
time-beaters. It was my experience that at the time 
we were meeting with ward choristers in our annual 
conventions, those who had had chorister training 
at Brigham Young University were well qualified 
and trained and were conducting inspirational hymn 
practices. 

Objective Is To Teach the Gospel 

A good hymn practice always must have an ap- 
parent and stated objective. It is never aimless. 
When I hear choristers saying, "Let's sing the next 
verse," I find myself asking, "Why?" I seldom dis- 
cover the answer. Choristers should have one major 
goal in each hymn practice and tell the congrega- 
tion what they are trying to accomplish. 



Some feel that hymn practice has no place in the 
worship service because the reverential mood is some- 
times broken when we waste time and accomplish 
nothing of real value. But choristers can correct this 
if they are well prepared, enthusiastic, sincere, and 
refuse to be satisfied with mediocre results. 

Choristers and organists have a great opportu- 
nity during hymn practice to teach the Gospel to 
hundreds of people each week. They should teach 
the hymns so thoroughly that they become a guide 
for living among Latter-day Saints — inspiring mem- 
bers to become doers of the word and not hearers 
only. 

Our choristers should conduct with controlled 
enthusiasm, with assurance and conviction. They 
should radiate spirituality with every word and ges- 
ture. 

More Meaning from Memorization 

We never achieve a high degree of spirituality in 
our singing until our hymns are memorized. Reten- 
tion comes through repetition. We must sing the 
hymn of the month until its text and music are firm- 
ly impressed upon the singers. Hymns learned dur- 
ing previous months must be reviewed and used in 
the worship service frequently so that they are not 
forgotten. Our newer hymns are not sung enough; 
they become popular as they become more familiar. 

When hymns are well learned, we can "sing with 
the spirit." Our convictions will illuminate our sing- 
ing, and our testimonies will shine through. Only 
then will hymn singing become "as a prayer" and a 
"song of the heart." 

Methods and techniques for achieving the desired 
objectives are available to choristers and organists in 
several published books. The hymn of the month is 
always discussed in The Instructor, with information 
and methods for presentation. 

Most important is that we add to the devotional 
spirit of the worship service through the joy and 
beauty that come from learning and singing our 
hymns. We find everything for which this Church 
stands contained in the hymns. Singing them creates 
within the individual a strong desire to follow the 
teachings of the Master in his daily life. Let's learn 
them well during the hymn practice. 



Library File Reference: SUNDAY SCHOOL— MUSIC. 



OCTOBER 1966 



393 



Superintendents 




Stimulate Sunday 
School Attendance 



What can be done to encourage 
more Latter-day Saints to attend 
Sunday School where they may 
learn the Gospel of Jesus Christ? 

First of all, we should define re- 
sponsibilities under the correlation 
program of the Church. Officers 
and teachers, including class offi- 
cers, have the responsibility of 
keeping present Sunday School 
attenders active. There are no re- 
strictions in terms of their visiting 
active members who may begin to 
stay away from Sunday School. 
But totally inactive members, de- 
fined as potential members in the 
Sunday School Handbook, are to 
be visited by the home teachers 
under direction of the ward coun- 
cil, which consists of the ward 
bishopric and the priesthood and 
auxiliary heads. 

The priesthood now has the re- 
sponsibility of bringing totally in- 
active members to Sunday School. 
They may, however, enhst the aid 
of auxiliary officers and teachers, 
or even members, in reaching cer- 
tain inactive individuals. In order 
to provide the ward council with 
names of non-attenders, each ward 
or branch should hold a monthly 
faculty meeting. This meeting has 



two objectives. First, it should aim 
to improve the teaching skills of 
teachers so that they will be bet- 
ter qualified to teach the present 
Sunday School attenders and keep 
them coming to Sunday School. 
Second, teachers of Junior Sunday 
School, youth, and adult groups 
should meet at the close of facul- 
ty meeting in their respective 
groups, with a representative of the 
superintendency, for the purpose 
of assembling the names of poten- 
tial members who should be con- 
sidered by the ward council. All 
such names should funnel to the 
Sunday School superintendent, 
who represents the Sunday School 
on the ward council. It is his re- 
sponsibility to present these names 
to the ward council so that home 
teachers may be assigned to en- 
courage such individuals in Sunday 
School attendance. 

Since the Sunday School is an 
auxiliary of the priesthood, and 
since the priesthood, under the 
correlation program, has assumed 
the responsibility of activating to- 
tally inactive members of the Sun- 
day School, it would appear 
logical that more Melchizedek 
Priesthood bearers, including home 



teachers, should themselves attend 
Sunday School. How can home 
teachers invite others to attend if 
they do not attend themselves? We 
now have a greater ray of hope. 
Our percentage of attendance 
should steadily increase as the 
priesthood becomes more involved 
in strengthening the Sunday 
Schools; for as they begin to at- 
tend Sunday School more regular- 
ly, so will their wives and children. 
As we consider the magnitude 
of the Sunday School program and 
its far-reaching influence in the 
lives of our brothers and sisters, 
we should be exceedingly grateful 
for the blessings of our Heavenly 
Father in connection with this 
great work. The priesthood is con- 
cerned with our success. Our rec- 
ognition of the importance of 
spirituality in our lives should have 
a significant effect on our Sunday 
School work. With optimism and 
great joy we should go forth teach- 
ing the Gospel of Jesus Christ to 
our Heavenly Father's children, 
hoping that the influence of the 
Saviour of the world, through us, 
will reach out into the world and 
bring peace and joy unto all 
people. — Herald L. Carlston. 



The Deseret Sunday School Union. 



George R. Hill, General Superintendent 
David Lawrence McKay, First Assistant General Superintendent; Lynn S. Richahds, Second Assistant General Superintendent 
Wallace F. Bennett, General Treasurer; Paul B. Tanner, Assistant General Treasurer; Richard E. Folland, General Secretary 

MEMBERS OF THE DESERET SUNDAY SCHOOL UNION BOARD 



George R. Hill 
David L. McKay 
Lynn S. Richards 
Wallace F. Bennett 
Richard E. Folland 
Lucy G. Sperry 
Marie F. Felt 
Gerrit de Jong, Jr. 
Earl J. Glade 
A. William Lund 
Kenneth S. Bennion 
J. Holman Waters 
H. Aldous Dixon 
Leland H. Monson 
Alexander Schreiner 



Lorna C. Alder 
A. Parley Bates 
William P. Miller 
Vernon J. LeeMaster 
Claribel W. Aldous 
Eva May Green 
Melba Glade 
Addie L. Swapp 
W. Lowell Castleton 
Henry Eyring 
Carl J. Christensen 
Hazel F. Young 
Florence S. Allen 
Asahel D. Woodruff 
Frank S. Wise 



Clair W. Johnson 
Delmar H. Dickson 
Clarence Tyndall 
Wallace G. Bennett 
Camille W. Halliday 
Margaret Hopkinson 
Mima Rasband 
Edith M. Nash 
Minnie E. Anderson 
Alva H. Parry 
Bernard S. Walker 
Catherine Bowles 
Raymond B. Holbrook 
Joseph Fielding Smith, Jr. 
Lorin F. Wheelwright 



Fred W. Schwendiman 
Lewis J. Wallace 
Clarence E. Wonnacott 
Lucy Picco 
J. Roman Andrus 
Howard S. Bennion 
Herald L. Carlston 
Dale H. West 
Bertrand F. Harrison 
Willis S. Peterson 
Greldon L. Nelson 
Thomas J. Parmley 
Jane L. Hopkinson 
Oliver R. Smith 
G. Robert Ruff 



Anthony I. Bentley 
Mary W. Jensen 
John S. Boyden 
Golden L. Berrett 
Marshall T. Burton 
Edith B. Bauer 
Elmer J. Hartvigsen 
Donna D. Sorensen 
Calvin C. Cook 
A. Hamer Reiser 
Robert M. Cundick 
Clarence L. Madsen 
J. Elliot Cameron 
Bertrand A. Childs 
James R. Tolman 



Richard L. Evans, Howard W. Hunter, Advisers to the General Board. 



394 



THE INSTRUCTOR 



Answers to Your Questions 



Sustaining Officers and Teachers 

Q. In which meeting are officers 
and teachers of the Sunday School 
sustained? 

A. Existing ward Sunday School 
officers are sustained in Sunday 
School ward conference. New offi- 
cers may be presented for a vote 
in sacrament meeting. This would 
include the superintendency and 
secretary of the Sunday School. 
Ward Sunday School teachers who 
have been interviewed and called 
by the bishopric may be presented 
by the superintendent for a sus- 
taining vote in the worship service 
of Sunday School. It is recom- 
mended that this order of business 
follow the opening song and pre- 
cede the hjnnn practice. 

Memorized Recitations 



When presenting a person for a 
sustaining vote of members, the 
proposition may be stated as fol- 
lows: "It is proposed that we sus- 
tain (here state the name) as (here 
state the office to be filled — ^if the 
person is a teacher, state as a 
teacher in the Sunday School rath- 
er than the particular course in 
which he will teach). Those in 
favor manifest it by the uplifted 
hand. Those opposed, if any, may 
so manifest." If there are no dis- 
senting votes, the statement should 
be made: "It appears that the vot- 
ing has been unanimous. (See The 
Priesthood Bulletin, May-June, 
1966.) 

— General Sunday School 
Superintendency. 



for December 4, 1966 

Scriptures Hsted below should be 
recited in unison by students of 
Courses 6 and 12 during the wor- 
ship service of December 4, 1966. 
These scriptures should be memor- 
ized by students of the respective 
classes during the months of Octo- 
ber and November. 



Course 6: 

(This scripture tells us there are 
three distinct personages in the 
Godhead: The Father, Jesus 
Christ, and the Holy Ghost.) 

"But he, being full of the Holy 
Ghost, looked up stedfastly into 
heaven, and saw the glory of God, 
and Jesus standing on the right 
hand of God." 

— ^Acts 7:55. 



COMING EVENTS 
Sept. 30, Oct. 1, 2, 1966 

Semi-annual 
General Conference 



Sept. 30, 1966 

Sunday School Conference 

(with Departmental Sessions) 



Oct. 1, 1966 

Instructor Use Directors' 

Breakfast 



Oct. 2, 1966 

Semi-annual 

Sunday School Conference 

• • • 

Dec. 25, 1966 
Christmas Worship Service 



Course 12: 

(This scripture indicates that we 
should partake of the sacrament in 
remembrance of the Saviour and 
His sacrifice for us.) 

"And when he had given thanks, 
he brake it, and said. Take, eat: 
this is my body, which is broken 
for you: this do in remembrance 
of me." 

— I Corinthians 11:24. 



1967 MEMORIZED RECITATIONS 



Course 11 
Course 19 


January 


John 10:16 

I Corinthians 15:29 


Course 11 
Course 19 


July 


Ezekiel 37: 15-17 
Malachi 4:5-6 


Course 9 
Course 15 


February- 


John 3:5 
Amos 3:7 


Course 9 
Course 15 


August 


John 3:23 
Acts 3: 19 


Course 7 
Course 13 


March 


Hebrews 11:1 
Luke 24:39 


Course 7 
Course 13 


September 


Mark 16:15-16 
Mo^/ieu; 27: 52-53 


Course 11 
Course 19 


April 


Moroni 10:4 

I Corinthians 15:41-42 


Course 11 
Course 19 


October 


/saia/i 29:11-12 

Doctrine and Covenants 128: 15 


Course 9 
Course 15 


May 


Mark 1:4 
Revelation 14:6 


Course 9 
Course 15 


November 


Matthew 3:13-15 
Ephesians 1:10 


Course 7 
Course 13 


June 


Ma«/ieu; 21:22 
A Zma 40:23 


Course 7 
Course 13 


December 


James 2: 19-20 
Revelation 20: 12 



OCTOBER 1966 



395 



TEACH 
ONE ANOTHER 



Teacher Improvement 
Lesson for December 



by D. James Cannon 



"new" 



We continually hear about 
techniques of group discussion, e.g., the 
T-Group^ and all of its dynamic ele- 
ments. Believers in latter-day scripture, 
however, should know that the Lord clearly 
pointed the way on December 27, 1832: 



Appoint among yourselves a teacher, 

and let not all he spokesmen at once; 
but let one speak at a time 
and let all listen unto his sayings, 

that when all have spoken 

that all may be edified of all, 

and that every man may have an equal privilege. 
(Doctrine and Covenants 88 : 122.) 

Equal Privileges 

Three major implications emerge in this scrip- 
tural reference: The first is — "let not all be spokes- 
men at once." In other words, every participant must 
exercise self-discipline and discretion in his relations 
with others. In order to attain group development 
— and individual improvement within the group — 
there must be this guiding principle. 

Second, we need to listen. Man has yet to come 
to an understanding of an eternal truth: that the 
best way to arrive at a satisfactory solution to a 
common problem is to discuss it freely and learn 
to truly listen to one another. We need to be re- 
minded that every person should have the right to 
speak; and while he does, "let all listen unto his 
sayings." If we are to benefit from association with 
others, we must listen — really listen — to their "say- 
ings" and give all other persons "equal privilege." 

The third principle is found in the word "edified." 
This means that each individual has a responsibility 
to say something of value. In fact, we are told 




* Taken from Experiment Upon My Words, a book now being 
prepared by D. James Cannon. 

^A T-Group is a Training group, a device used in nearly all 
courses of human relations, group dynamics, and similar training 
sessions involving interaction of human beings. 



"that which doth not edify is not of God." (Doctrine 
and Covenants 50:23.) To secure this value, to be 
edified, it is important that all participate. Consider 
that the Lord has given us this commandment: 

. . . That you shall teach one another 
the doctrine of the kingdom. 
Teach ye diligently and my grace shall attend you, 
that you may be instructed more perfectly 
in theory, in principle, in doctrine, 
in the law of the gospel, 
in all things that pertain unto the kingdom 
of God, that are expedient for you to under- 
stand; . . . 
that ye may be prepared in all things 
when I shall send you again 
to magnify the calling whereunto I have called you, 
and the mission with which I have commissioned you. 
(Doctrine and Covenants 88:77, 78, 80.) 

Here is the latter-day song of the open and re- 
ceptive mind. Here is the testament to group action. 
Here is proof that in order to be "instructed more 
perfectly" we need to teach each other and learn 
from each other. To all who wish to follow Christ 
and truth, here is a challenge to meaningful discus- 
sion and dialogue. A person who is unwilling to allow 
any question, secular or spiritual, to be given the 
searching quality of free discussion, is likely to be 
found more in love with his own opinions than he 
is in love with God's truth. 

Be Prepared in All Things 

The key to fulfilling the scriptural admonition 
is to "be prepared in all things," that is, to store 



396 



THE INSTRUCTOR 



our minds with truth, beauty, and goodness so that 
when it is our opportunity to share these things with 
our fellowmen, we may do so effectively. 

We should not be intimidated by our supposed 
lack of knowledge. We need not wait to actively 
participate in a group until we have something por- 
tentious to say. Group action is only dynamic (and 
democratic) when all make contributions to the on- 
going process of discussion and learning. 

To those who fret about "talk" and demand ac- 
tion; to those who chafe in committees and groups; 
or to the class teacher who abhors discussion let us 
make clear that it is tremendously important that 
mutual understanding be sought, that right attitudes 
be developed, and that we work for the edification 
of one another. All of this can best be accomplished 
in intelligent group discussion. Only then will ra- 
tional action come about. Without free and open 
dialogue, any group — world peace conference, labor- 
management confrontation, or Sunday School class 
— will languish in the shallows of frustration and mis- 
understanding. 

Truths Become Real 

Life cannot be identified with activity only» To 
live the Gospel is to experience it in all the areas of 
life: alone on a mountain top or by the seashore, 
with our family on an outing, in a sacrament meet- 
ing, in a Sunday School class. It is part of life to 
feel the Gospel as we discuss it with others. We 
sing the inspired words from our hymn book, "... 
and talk of all Thy truths at night."^ 

The major purpose of good group discussion, 
then, is to learn to live the Gospel. Too many Latter- 
day Saints only "verbalize" the Gospel and do not 



"actionize" it. Often we learn to repeat some of its 
principles parrot-like, but we do not strive to really 
communicate our beliefs, and, in turn, to really 
listen to someone else express himself. 

When we realize this, we can understand why 
so many missionaries succeed in living the Gospel. 
They are thrown into situations where they have to 
discuss Gospel principles and then listen carefully 
to others' questions. As they talk of the Gospel, 
its truths become real to them. In a very real way, 
when we participate in genuine Gospel discussion, 
we learn to "internalize" rather than "verbalize" true 
principles. 

As we contemplate the rationale for these scrip- 
tural statements, we begin to understand what the 
Lord meant when He said: 

. . . He that receiveth the word by the Spirit of truth 
receiveth it as it is preached by the Spirit of truth — 
Wherefore, he that preacheth and he that receiveth, 

understand one another, 

and both are edified and rejoice together. 

(Doctrine and Covenants 50:21, 22.) 

The Lord also advises us: ". . . Hearken ye to- 
gether and let me show unto you even my wisdom." 
(Doctrine and Covenants 45: 11.) 

He urges us to avoid exercising "unrighteous 
dominion." (Doctrine and Covenants 121:39.) 

And He says, ". . . Seek ye diligently and teach 
one another words of wisdom." (Doctrine and Cov- 
enants 88:118.) 

I As Latter-day Saints we are on a strong scrip- 
tural foundation when we seek to expand our pro- 
ficiency in group discussion methods. We are literal- 
ly following a heavenly commandment when we seek 
to "teach one another." 



2"Sweet Is the Work, My God, My King," Isaac Watts, Hymns — 
Church of Jesus Christ of Latter-day Saints, No. 168. 



Library FUe Reference: LEARNING. 



TEACHING GOALS 



No education deserves the name unless it de- 
velops thought; unless it pierces down to the mysteri- 
ous spiritual principle of mind, and starts that into 
activity and growth. — Whipple. 

Education does not mean teaching people what 
they do not know. It means teaching them to be- 
have. It does not mean teaching youth the shapes 
of letters and the tricks of numbers, and then leaving 
them to turn arithmetic into roguery and their litera- 
ture into lust. It means, on the contrary, training 



them into perfect exercise and kingly continuance of 
their bodies and souls. — Ruskin. 

The aim of education should be to teach us rather 
how to think, than what to think. - — Beattie. 

Whatever expands the affections, or enlarges the 
sphere of our sympathies, whatever makes us feel 
our relation to the universe, must unquestionably 
refine our nature and elevate us in the scale of being. 

— Channing. 
. — Submi ted by Evelyn L. Parker. 



OCTOBER 1966 



397 



Oixr Worshipful 
Hyran Practice 

Senior Sunday School Hymn for the Month of December 




Hymn: "When Christ Was Born in 
Bethlehem"; author, Henry Wadsworth 
Longfellow; composer, Ebenezer Bees- 
ley; Hymns — Church of Jesus Christ 
of Latter-day Saints, No. 295. 

Just five years ago on the cover 
of The Instructor was featured a 
Christmas hymn composed by one 
of our Latter-day Saint composers, 
so again this year we have chosen 
to feature and honor another of 
our Latter-day Saint composers, 
Ebenezer Beesley, who wrote the 
music to the Christmas poem by 
Henry W. Longfellow. This hymn 
will be featured on our December 
cover. 

Brother Beesley was bom in 
1840 in Oxfordshire, England, and 
emigrated to Utah in 1859, 10 years 
before the coming of the railroad. 
He studied violin under Charles J. 
Thomas and George Careless. In 
1880 he was appointed director of 
the Salt Lake Tabernacle Choir, 
continuing in this for 9 years. He 
was also a member of George Care- 
less's Salt Lake Theatre orchestra 
and directed it in the conductor's 
absence. Eminent among the pio- 
neer composers of the Church, 
Brother Beesley died in 1906. 

Brother Beesley had the Taber- 
nacle Choir of chosen voices in 
mind when he wrote the first note 
of "When Christ Was Bom in 
Bethlehem" — ^beginning the hymn 
on a high F. Farther on in the 
music he included a special trio 
which requires first and second 
altos, if sung by a choir. For this 



reason the hymn appears in the 
choir section of our hymnbook, and 
it is not expected that the congre- 
gation will sing all the parts as a 
choir would. 

We have had the melody lowered 
one full tone so that our people 
can sing it in reasonable comfort. 
(See page 401.) This transposed 
version is here printed for Christ- 
mas use. The people should not 
often be asked to sing higher than 
E Flat, one of the rare exceptions 
being "The Star Spangled Banner," 
extending from a low B Flat to 
a high F. 

To the Chorister: 

We offer a word of caution about 
the tempo in which this music is 
directed and sung. There should be 
four beats per measure. The indi- 
cated metronome speed appears 
perfect. Choristers would do well 
to provide themselves with pocket 
metronomes, about the size of a 
pocket watch, which are available 
in music stores. There is musical 
beauty all around for the people 
when the chorister and organist 
consult the metronome. It will be 
kindly and considerate if the chor- 
ister confers with the organist on 
the proposed tempo. Let it be 
clearly understood, also, that a 
metronome is never to be used be- 
fore people. It should be used in 
private, something like a tooth- 
brush or a shoe brush. 

Be careful in directing the poco 



ritard in the third Hne. It would 
be better to disregard this slight 
slowing down than to make a big 
production out of it. Very often 
the people will instinctively do it 
right. We should avoid annoying 
or distracting people with fussy or 
unnecessary ado about such minor 
details. 

To the Organist-: 

If the organist finds difficulty in 
playing this active bass line in the 
pedals, he need not apologize for 
playing the music without pedals. 
The pipe organs of England had 
no pedals at all two hundred years 
ago, in the time of Handel, and 
were not provided with pedals until 
a hundred years after Handel. 

— Alexander Schreiner. 



December Sacrament Gems 

Senior Sunday School 

Jesus said, ". . . It shall be a 
testimony unto the Father that ye 
do always remember me. . . ."^ 



13 Nephi 18:7. 



Junior Sunday School 

Jesus said, "... I am the way, 

the truth, and the life. . . ."^ 

^John 14:6. 



398 



THE INSTRUCTOR 



Junior Sunday School Hymn for the Month of December 



Hymn: "Glad Tidings," from A 
Christmas Cantata; author and compos- 
er, Moiselle Renstrom; Sermons and 
Songs for Little Children, page 17. 

Sermons and Songs for Little 
Children, by Moiselle Renstrom, 
was selected and edited by the 
Junior Sunday School Music Com- 
mittee to provide supplementary 
music material "Glad Tidings" is 
one of the numbers taken from A 
Christmas Cantata, as found in 
this book. 

This Christmas hymn tells of the 
shepherds long ago. While watch- 
ing their flock by night, they saw 
in the heavens "a wondrous light." 
Angels appeared and told them to 
be glad and to have "no fear." 

Both the text and the music are 



of high quality. The author had 
a great love for children and in 
this hymn gave liberally of her 
creative talent. The classroom was 
her laboratory. 

The number may be introduced 
by showing pictures from the 
Christmas group in "Junior Sun- 
day School Music Flannelgraph 
Cutouts, No. 2." Let us use only 
pictures that pertain to the mes- 
sage being taught in this hymn. 
Both verses should be used. When 
they are learned, the children will 
enjoy seeing the manger scene with 
the shepherds. 

To the Chorister: 

"Glad Tidings" is composed of 



Glad Tidings 

Sung by chorus as shepherds are watching their sheep . 



yv u j j J N J j sj J ^ ^^ 



1. Hum-ble shep - herds 

2. While they gazed in 
... I — , — ^ ^ ll#- 



long a - 
si - lent 

it 



go, 
awe, 

V- 



Watch- ing thru the night, 
An - gels did ap - pear , 



an 



I 



S 



■m < 



J j J ij i-^ m 



oo 



I 



Saw the heav - ens all a- glow With a won-drous light. 

Bid- ding them to all be glad, And to have no fear. 



' JlL C C C f 




Organ Music To Accompany December Sacrament Gems 



Simplice 




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f 



^ 



Darwin K. Wolford 



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TTT 



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J J J|iJ 



jbl: 



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311 



3x: 



four, two-measure phrases and is 
written in 4/4 time. It should be 
sung at a moderate tempo, keeping 
in mind that there are four counts 
to the measure. While the rhythm 
of the two lines is ahke, the melody 
is different. Because the melody 
and the words are different in 
every phrase, it is suggested that 
the phrase method be used in 
teaching the song. The interval 
beat pattern will help children 
know the direction of the melody. 

To the Organist: 

The music is chordal throughout. 
The top, or melody, notes of the 
right hand should be played 
smoothly. Organists should hold 
the long notes for their full value 
and observe all accidental mark- 
ings. After the children have 
learned the music and words by 
rote, the organist may play the 
melody notes with the chords of 
the left hand, as the children lis- 
ten. Then the children are ready 
to sing with the accompaniment. 

Organists and choristers should 
plan well in advance, so that there 
will be time for the boys and girls 
to review other Christmas num- 
bers during the practice period that 
will be used for the Christmas pro- 
gram. 

"Shining Hour," by Benjamin 
Godard, is the instrumental num- 
ber for this month. It is found in 
the supplementary book. Preludes, 
Offertories, Postludes, selected and 
arranged by John W. Schaum. 
This is a beautiful piece, with a 
singing melody in the right hand 
and a chordal accompaniment in 
the left. It should be played slow- 
ly and with dignity. Phrasing 
marks should be observed and care 
taken in playing the melody notes 
within the phrase with ease, al- 
though several different note 
values are used. Refer to A Guide 
for Choristers and Organists in 
Junior Sunday School for addition- 
al help. — Florence S. Allen. 



OCTOBER 1966 



399 



Junior Sunday School 



WHY AND 
WHY NOT? 

WHY NOT GIVE AWARDS 
FOR PARTICIPATION IN 
JUNIOR SUNDAY SCHOOL? 



If you are a teacher who has given awards to 
Junior Sunday School children, what did you give? 
Was it a star on the child's forehead, a sticker on 
a chart, candy, or a food treat? Why did you give 
these awards? Was it to motivate good behavior, to 
keep the children still, or to get them to like you? 
Or were the awards given because the children had 
memorized something, or because they were punctual 
or in attendance? 

All this ties up with motivation, goals, incen- 
tives, and discipline. The goal is what the child is 
seeking; the incentive is what the teacher provides. 
When you offer a star as an incentive, the child's 
goal is to get a star. The star lacks meaning to the 
child. His goal is to get the star, not to become 
grown up, to listen, or conduct himself so that oth- 
ers may have a turn. He learns the scripture to get 
a star, not because the scripture is a beautiful truth 
taught by Jesus. 

Let us consider some rewards that teachers should 
give pupils as they work together each week in Sun- 
day School. These rewards meet children's needs. 
A smile, a nod of the head, a pat on the back, can 
be given and directed to an individual child who 
has earned it. Thus he gains approval and accept- 
ance, something that is needed by all. 

Make each child someone special in your mind 
and let him know that he is special. Individual praise 
and encouragement should be given at every justified 
opportunity. Talk to the child outside of class as 
often as possible. Call him by name in class and 
outside. Let him hear his name in a pleasant way 
each Sunday. Be a sympathetic listener when the 
child needs one. Mention the child's strong qualities 
to his parents. At times, a letter comphmenting the 
child for a real achievement could be mailed to his 
home. Each child should leave Sunday School with 
his head high and with a joyful heart because he 
received a reward — he was recognized, he made a 
contribution to his class; he learned something new 
and exciting; he was inspired to live the Gospel. 




Make each child someone special. 

These rewards are not always easy for the teacher 
to give, but they are worth the effort. 

The Church needs teachers who inspire and mo- 
tivate. Ralph Waldo Emerson wrote: "Our chief 
want in life is somebody who shall make [persuade, 
inspire] us to do what we can." The teacher who 
fulfills this want is one who believes enthusiastically 
in what he is trying to do. The teacher's attitude 
can make or break a class. Children catch your feel- 
ings quickly. 

Look for activities related to what you are teach- 
ing, things boys and girls can do or report on. Build 
on what the children know. Success motivates; 
failure frustrates. Make everyone an active parti- 
pant in the learning process. Keep each child per- 
sonally involved in class activities. The activities 
should have real meaning in his weekday living. 
Help the shy and backward child to become part 
of the class. He should feel that he has made an 
acceptable contribution. A passive listener, consid- 
ered by some teachers a good child, may be learning 
nothing. Be careful to keep the gifted or willing child 
from monopolizing the time and dominating the class 
period. 

The most effective way to motivate pupils is to 
be the finest teacher possible. Be well prepared. 
Think of your pupils and their needs and interests 
as you plan and organize your work. Be enthusiastic 
about your lesson and know how to vary it and make 
it interesting. Use only those teaching aids that 
help to develop the Gospel concept you are striving 
to give your pupils. Maintain good discipline and 
classroom control. Be friendly and show the boys 
and girls you like each one of them. Be understand- 
ing and considerate. Recognize and appreciate true 
individual effort. 

Remember, your job as a Sunday School teacher 
is to help girls and boys live the Gospel. Ycu will 
be rewarded with true joy. 

— Junior Sunday School Committee. 



400 



THE INSTRUCTOR 



maben Cbriet Ximaa 3ovn in Betblebem 



Henrv W. Longfellow 
-/ With spirit J=i08 



Ebenezer Beesley 



4^^ i .< 1 . 1 f p ^^ 



^ 



s 



iff 



r^=& 



T 



1. When Christ was born 

2. Then peace was spread 

3. As shep-herds watched 



P 



^ 



in Beth - le-hem, 'Twas 
through - out the land ; The 
their flocks by night, An 



night, but seemed the 
li - on fed be - 
an - gel, bright -er 



^ 



i 



^ 



Ez: 



It''' I J J 



m 



i 



noon 
side 
than 



s 



i 



of day ; The 
the lamb; And 
the sun, Ap 



r 



stars whose light Was 
with the kid To 
peared in air. And 



pure and 
pas - ture 
gent - ly 



1 



^ 



bright, Shone 
led The 
said, "Fear 



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poco rit. 



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a tempo 



«-»- 



M 



f 



with 
spot 
not, 



un 

ted 

be 



wav - ering 
leop - ard 
not a 



-Q-' 

ray, 
fed, 
fraid. 



Shone with un - wav - ering ray; 
The spot - ted leop - ard fed; 
Fear not, be not a - fraid. 



S 



m ■— 



But 

In 

For 



m 



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one , one 
peace the 
lo: be 



^ 



glo - rious 
calf and 
neath your 



star, 
bear, 
eyes, 



r 



But 

In 

For 



one, one glo - rious 
peace the calf and 
lo: be - neath your 



star 

bear, 

eyes 



h"\ I [ 



Guid 

The 

Earth 



^m 



OCTOBER 



966 



^ 



nt. 



ed the east - ern ma - gi 
wolf and lamb re - posed to 
has be - come a smil - ing 



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a 

er 
a 



-9- 



-e-i 

far. 

there. 

dise.'" 



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401 



Orderly Records for 
Our Descendants 

by Adah Webster Tewes* 



My genealogical records have become one of my 
most valued possessions. I am happy to know that 
one day they will be treasured by my Latter-day 
Saint heirs. Keeping in mind that others will be 
examining these records, I make every effort to keep 
them accurate and in order. 

When my husband retired, and we planned to 
move from New York City to a lovely old house in 
Park Ridge, New Jersey, I realized that a room 
would have to be set aside for an office, as my gen- 
ealogical material had become voluminous. We felt 
it was essential to have a special place to study and 
keep our records in good order, a place where work 
could be left exposed and not molested until such 
time as we could return to it. 

We chose a room overlooking a pond and shaded 
by old maple and tall, majestic, pine trees. My hus- 
band, Elmer, made a 7-foot counter and covered it 
with formica. He attached this to the top of an old 
oak desk and set it under the windows at one end 
of the room. This gives us a fine tabletop work 
area, and the desk beneath provides drawer space. 
He then built two large wooden bins (16 x 25 x 10 
inches) , painted them white, attached lucite wheels 
and brass handles, and set them on the floor under 



(For Course 20, lessons of October 30, November 6, and December 
11, "Assembling and Examining Research Notes" and "Orderly Pres- 
ervation of Notes"; for Course 24, lesson of October 16, "Need for 
Ordinances and Sacred Services"; to support Family Home Evening 
lessons 41 and 44; and of general interest.) 

♦Adah Webster Tewes was baptized and confirmed a member of 
the Church April 6, 1952, in New York City. She has served two 
stake missions — in New York and New Jersey Stakes. She has served 
in the Relief Society presidency in two different wards and as stake 
Relief Society theology class leader in both stakes. She is married 
to Elmer George Tewes. They live in North Jersey Ward, New 
Jersey Stake. 




the counter-overhang at the sides of the desk. As I 
sit at the desk, they may be rolled in and out like 
file drawers. How convenient! 

Above the counter on the wall, Elmer built book 
shelves. On these I keep records which must lie flat. 
Here I have two large, hard-cover, loose-leaf binders 
containing Webster family group sheets, arranged in 
alphabetical order of given names, male and female. 
Binder One contains hundreds of family group sheets 
with all temple ordinances completed. Binder Two 
contains hundreds of incomplete family group sheets 
waiting for me to do more research. It also contains 
copies of sheets which have been sent to the Gen- 
ealogical Society to have ordinance work done, but 
which have not yet been returned to me. On these 
shelves are kept various Books of Remembrance: 
Elmer's and mine, my parents' and grandparents', 
and some I have started for others. Information is 
being added to these continually. 

On another wall we built a counter, at standing 
height, with storage space below for two steel file 
cabinets and steel boxes containing copies of impor- 
tant personal papers and documents. Above this 
counter we built more shelves where I keep my 
Church books and magazines, lesson manuals, print- 
ed and family biographies, including the one which 
has given me so much information on my WEBSTER 
line. The History and Genealogy of Governor John 
Webster of Connecticut. This book contains 25,000 
names, including that of my father, Rush Adelbert 
Webster. 

On the opposite wall I have hung a collection of 
lovely pictures of our parents and grandparents. It 
gives me inspiration t(t) look up at them as I do this 
important work for our families. 

On the inside door of my office I have hung two 
large-size pedigree charts, one for my family and one 
for my husband's family. These are kept current 
and serve as a constant reminder to me of all the 
work done and yet to be done on our direct lines. 







Adah Webster Tewes in her private genealogy workshop. Family group sheets, books of remembrance, and biographies. 



402 



THE INSTRUCTOR 



My long carriage typewriter is set on a small 
table on wheels and can be swung into action very 
easily. This is for family group sheets. I have another 
typewriter for correspondence and miscellaneous 
typing. I invested in a secretary's chair which also 
is on wheels, so that I can sail about the room from 
one place to another. The room is a joy to me! 
It is my sanctuary — away from the everyday duties 
of running our home. 

Of course, everyone has his own filing system. 
My two large bins are equipped with manila folders 
and alphabetical dividers. The folders hold my 
gleanings of important family information. When I 
have collected sufficient data to set up a work sheet, 
I do so. I keep working on these until I can prepare 
a completed family group sheet. Then I have it 
approved by the ward genealogical examiner and send 
it to the Genealogical Society in Salt Lake City. 

My two steel file drawers contain folders holding, 
original notes and correspondence on genealogical 
research. I have a folder labeled "Cemeteries," con- 
taining lists of names and dates from cemeteries in 
areas where our people lived and died. I cross-file 
this information with the "Family Names" file. 
Then there is a folder on "Miscellaneous Websters." 
This holds extensive correspondence with Websters 
everywhere whose names I have not yet been able 
to tie into our Une. There is a folder containing 
gleanings of research trips. Notes of the trip remain 
in this file, but the details are cross-filed under spe- 
cific names of the individuals mentioned or visited. 
In a folder on "Counties" are listed towns and cities 
where our famihes lived and died. There is a folder 
on libraries, genealogical and historical societies, and 
other sources where I might find additional data. I 
have made specific notes of what I hope to find in 
each of these. There is a folder of instructions on the 
proper way to fiU out family group sheets and pedi- 
gree charts and how to establish kinship of distant 
relatives. 

It is important, I believe, that we prepare written 
instructions regarding the disposition of our records, 
and also that we tell members of our family, verbally, 
of our wishes. It is important that we keep working 
on our pedigree charts and on the file of incomplete 
family group sheets. This is the Lord's work. It 
should be our desire to complete as much of it as 
we can in our lifetime — and to leave for others a neat 
and orderly set of records from which to continue the 
work. 

If we do this, our forebears, our descendants, 
and especially our Father in heaven will have reason 
to say to each of us, "Well done, thou good and 
faithful servant. . . ." (Matthew 25:21.) 




The seven-foot work counter with large wooden filing bins 
underneath. They contain important family information. 




Steel drawers contain original notes, correspondence, data 
on family cemeteries, and genealogical notes from trips. 




Library File Reference: RECORDS AND RECORD KEEPING. 



Large-size pedigree chart on inside of door is up to date 
and reminds Sister Tewes to keep working on her direct lines. 



OCTOBER 1966 



403 



Sowing The Seeds 
of Freedom 



by E. Coleman Madsen' 



In language so beautiful that it can never again 
be attained, the Master began His teachings to the 
multitude gathered on the shores of Galilee by say- 
ing: "A sower went out to sow. . . ." (Luke 8:5.) 

In His explanation of this parable to the dis- 
ciples, Jesus indicated, among other things, that the 
sower is the teacher; that the seed is the word of God. 

He emphatically stated that He was more con- 
cerned with where and how the seed was sown than 
with the mere fact that it was sown. 

He made it very clear that the seed must be 
sown for growth, or the work of the sower will have 
been in vain. 

Jesus taught, of seed not sown for growth, "the 
fowls of the air came and devoured it up." (Mark 
4:4.) 

However, if the seed is sown for growth, the result 
will be: 

, . . He that received seed into the good ground 
is he that heareth the word, and understandeth it; 
which also beareth fruit. . . . (Matthew 13:23.) 

Freedom— the Power To Act 

Today, you are the sower Jesus referred to in 
the parable, and you are going forth to sow the 
seeds of freedom. 

Your Galilee is the city you live in; your sea- 
shore is where you are; the multitudes are your 
family, friends, students, and acquaintances. 

As a sower charged with the responsibility of 
planting the seeds of freedom, you may well ask, 
"What is freedom?" 

Webster's Dictionary defines freedom as "the 
quality or state of being free" ("free" means not 
subject to an arbitrary external power). 

Freedom differs from liberty, in that freedom 
oftener implies absence of restraint, while liberty 
commonly suggests previous restraints now lifted. 

Freedom differs from independence in that inde- 
pendence is freedom from subjection or dependence.^ 



Freedom may also be defined as self-determina- 
tion, or the power to act according to the dictates 
of the will. This does not mean that you may act 
without checks or prohibitions, as may be imposed 
by just and necessary laws of the jural sphere and 
by duties of your moral sphere. 

A seed is "that from which anything springs or 
grows, as: first principles, source."^ 

Sowing means "to scatter or plant, spread abroad; 
to implant for growth."^ 

President David O. McKay, one of the world's 
greatest sowers of the seeds of freedom, speaking to 
the Church all over the world, made this statement: 

. . . Liberty- [freedom^ loving people's greatest 
responsibility and paramount duty is to preserve and 
proclaim the freedom of the individual, his relation- 
ship to Deity, and the necessity of obedience to the 
principles of the gospel of Jesus Christ. . . .* 

Freedom Has a Price 

Freedom is one of God's greatest gifts, and it is 
to be taught to all men. Freedom is not to be lim- 
ited to any nation, tongue, or people. Every soul 
is entitled to be taught the true meaning of freedom. 

To the question that naturally arises, "What can 
I do, as a teacher, to proclaim and preserve the 
freedom of the individual?" the following is sug- 
gested: 

First, you must have a sincere desire to be free 
and must be willing to pay the price, whatever the 
cost, of freedom. You must set a proper example 
for others to follow. The Master said, "FoUow me." 
(John 21:19.) 

Second, you must actively practice the basic prin- 
ciples of freedom, at work, in the home, in the 
Church, and in government. 

It has been said that all that is necessary for 
the forces of evil to win in the world is for good 
men to do nothing. And, as the scriptures tell us, it 



^See Webster's Dictionary. 

(For Course 6, lesson of October 23, "A Latter-day Saint Believes 
in Freedom of Worship"; for Course 10, lesson of December 18, 
"Looking Toward the Future"; for Course 12, lessons of October 30 
and December 18, "The Blessing of Joseph and Its Fulfillment in 
America" and "Freedom Guaranteed"; for Course 18, lesson of 
October 9, "Freedom" for Course 28, lesson of November 20, "Re- 
ligious Liberty and Toleration"; to support Family Home Evening 
lessons 43 and 44; and of general interest.) 



2 3 SeeWebsfer's Dictionary. 

'One hundred and Thirty-second Semi-annual Conference, October, 
1962, page 8. 

* Brother E. Coleman Madsen is a member of the Priesthood 
Home Teaching Committee; he has served in two stake presidencies 
and has been bishop in two wards. He filled a mission to the 
Southern States. He is a practising attorney and has served as a 
United States District Attorney and as a judge. He lives in Jackson- 
ville, Florida. He and his wife, the former Marion Hinson, have 
six sons. 



404 



THE INSTRUCTOR 



is the forces of evil that have and always will at- 
tempt to deprive man of his freedom. 

Third, freedom must be taught, or proclaimed, 
as well as practiced. All freedom-loving people must 
teach the principles of freedom to others. You can- 
not be alone and be free. 

Fourth, teach the principles found in the Twelfth 
Article of Faith. (See Articles of Faith, Talmage.) 
Help others to have freedom by being loyal to their 
own governments; by being obedient to the laws of 
that government, and by being loyal to their own 
moral duties. 

Knowledge 1$ Essential to Freedom 

True freedom cannot be found in violation of 
law. This applies in the moral as well as in the civil 
sphere. A knowledge of good and evil is essential to 
freedom. By keeping divine and secular laws, you 
know true happiness. Misery follows a violation of 
these laws. Freedom is lost. 

The subject of freedom takes on real meaning 
when it is understood that more than half the 
world's population is in the chains of tyranny and 
subjection. These people are not free to worship 
God as they desire; they are not free peaceably to 
assemble and be instructed by divinely appointed 



teachers; they are not free to bear witness to the 
truths of the Gospel that are sealed upon their 
hearts. What greater freedoms are there than these? 

If you are free to meet with a class and teach or 
hear the divine principles of Gospel truths, then you 
are blessed with one of the most important freedoms. 
This freedom may not be all you want or all you 
may be entitled to, but you are free to worship 
God; and for this there should be thanksgiving. Also, 
if you are able to preserve this freedom and use it, 
then other freedoms will be added. The worship of 
God is the foundation of all freedoms. 

If this freedom is to be preserved, and it can be 
by righteous example and teaching in the spirit of 
love, then the other freedoms divinely appointed to 
man will be given him by a loving Father in heaven. 

Almost three years after He had given the Parable 
of the Sower to the multitude, the resurrected Christ 
met a much smaller group on the shores of Galilee. 
To the seven apostles there assembled, and to one 
in particular, He gave the true key to freedom from 
all evils when He said: "Follow me." {John 21:19.) 

Only by obedience to this simple instruction can 
you, no matter where your Galilee, have true free- 
dom. 



Library File Reference: FREEDOM. 



THE BEST FROM THE PAST 



Abbreviations on the chart are as follows: 

First number is the year; second number is the month; 
third number is the page. (e.g. 60-3-103 means 1960, 
March, page 103.) 



Fbs — flannelboard story. Cs — center spread. 

Isbc — ^inside back cover. Osbc — outside back cover. 

Conv — Convention Issue. 

■•' — not available. Use ward library. 



SUNDAY SCHOOL COURSE NUMBER 


Dec. 


1 


2 


4 


6 


8 


10 


12 


14 


18 


20 


24 


26 


28 


4 


61-10-327 
62-10-327 
65-10-392 


57-10-311 

58-2-Isbc 

59-4-103 

60-8-267, 
Cs 


60-10-328 
62-10-343 
64-3-178 


57-7-222 
57-8-Isbc 

58-5-Isbc* 

59-4-124 


60-8-264 
61-7-Isbc 

64-10-415 


59-7-Isbc 

59-11-Fbs' 

59-12-Fbs 

64-10-406 


58-7-206 
60-12-Isbc 


60-5-146 
64-10-376 


59-10-335 

60-10-Cs 

61-2-48 
61-5-156 


59-8-280 
60-4-120 
62-7-264 


60-8-Isbc 


61-12-397 
64-10-415 


57-7-208 

58-7-195, 
204 

59-10-346 

60-7-218 


11 


59-5-154 

61-2-Covei 

63-11-414 

64-12- 
Cover 


59-5-166 
59-7-243 

60-7-236 

60-10-308 

60-12-411 


60-3-86 
64-10-380 


58-12-383 
58-4-Fbs 

60-4-138 

62-12-406 

64-10-380 


58-5-Cs* 

60-3-84 

61-4-Fbs 


59-1-Cs* 
61-8-Fbs 
66-9-358 


60-7-213 

61-7-Cs 


60-5-146 

64-5-174 
64-10-376 


58-4-100 

59-3-71* 
59-9-284 

60-12-Cs 

64-9-334 


62-8-304 

62-10-412 
64-10-412 


59-11-360'' 

60-1-14 

61-9-322 


59-5-139 
60-7-218 
64-10-415 


57-9-257 

59-10-317 

60-6-177 

64-10-373, 

384 


18 


60-7-Fbs, 
Cs 

62-10-349 

63-12-442 


58-6-Fbs* 

59-9-301 

59-10-332 

59-12-409 

60-10-352 


62-5-172 
62-6-184 


57-1-7* 

58-3-74 

59-8-272 

64-10-373, 
383 


Review 


61-1-30 

61-7-248 

61-8-255 

64-10-408 


66-9-358 


58-4-97 

59-12-Isbc 

60-4-116, 

139 
60-1-1 

64-9-334 


Review 


61-1-28 
61-5-168 


60-8-272 
61-4-138 


Review 


59-5-152 
59-8-275 

60-10-354 
60-12-420 

64-10-404 


25 


62-12- 
Cover, 
413 

65-10-387 


57-12- 
Cover 

60-2-Cs,* 
Fbs 


60-2-Cs,* 
Fbs 

64-10-Fbs 

65-10-387 


60-2-Cs,* 
Fbs 

61-12-424 


60-9-316 

61-12-402 

62-12- 
Cover 


58-9-270* 
61-12-424 


58-10-318 
64-10-397 


58-12-366 
64-10-414 


58-12-368 
60-12-393 


62-12-418 


61-12-402 
62-12-397 
64-10-Fbs 


61-12-397 
64-12-461 


58-12-353 
64-12-461 



OCTOBER 1966 



AQ5 




Singing carols at a family Christmas service are (second row I. to r.) Sue, Bishop 
Douglas A. Smith, Valerie, Sister Roberta Smith (mother), Ethel Carlquist (grand- 
mother); (first row I. to r ) Robert, Allan, and Janet. They are members of 

Bonneville Ward, Bonneville (Utah) Stake. 





At Sunday School 



SUGGESTED FAMILY WORSHIP SERVICE FOR 
CHRISTMAS MORNING, DECEMBER 25, 1966 



Only once in every several years does Christmas 
fall on Sunday. This is the year. What a wonderful 
opportunity and challenge this affords the superin- 
tendency and staff of each branch and ward Sunday 
School in the Church! This program is planned to 
help Sunday School leaders and teachers meet the 
challenge more fully. 

The potential of spiritual accomplishment has 
virtually no limitation if Sunday Schools will prop- 
erly evaluate and pursue the possibilities of this day. 

The purpose of the program is to foster the true 
meaning of Christmas — centered around the birth, 
life, and love of the Saviour and His great gift to 
all mankind; and withal, to confirm the importance 
of family and home in the true plan of life. 

We suggest that this is the day for families to 
come together — sit together, pray, sing, and worship 
together — the time and place to learn to live to- 
gether and stay together more purposefully. 

No people in all the world have a greater knowl- 
edge of the trije meaning of family togetherness as 



related to the true spirit of Christmas than mem- 
bers of The Church of Jesus Christ of Latter-day 
Saints. 

Why should not we, as families, project right into 
the Christmas-day Sunday School the fruits of the 
inspired priesthood home teaching and family home 
evening programs? 

It is suggested that, where facilities permit, no 
separate classes be held.^ Families will go to the 
chapel at the usual time. Junior and Senior Sunday 
Schools will combine, as families remain together for 
this special Christmas worship service. Partaking of 
the sacrament and renewing covenants together, as a 
family, will be truly meaningful on Christmas day. 

Superintendencies should begin now to formu- 
late the program and make early assignments. Suffi- 
cient ideas and material from which to draw are 
found in this issue of The Instructor, Other ideas 



1 Inasmuch as Christmas falls on Sunday this year the general 
board thought it advisable to initiate a change in the rule regarding 
separation to classes on Christmas Sunday, as contained in the Sun- 
day School Handbook, page 73, and to allow the full time of the 
Sunday School to be spent in a Christmas program. 



406 



THE INSTRUCTOR 



may be desirable. However, it is hoped that the 
purpose of this program will be the guideline, with- 
out exception, in your planning. 

In most wards and branches there will be no 
problem in having the combined program as out- 
lined. However, where building facilities and other 
conditions do not permit combining of Junior and 
Senior Sunday Schools, and where there may not 
be time for the full program, it is suggested that 
necessary changes and adaptations be made. This 
will be left to the good judgment of the stake and 
ward or mission Sunday School leaders. 

It is conceivable that 75 percent of the Church 
membership could be in attendance. This would be 
more than l^^ miUion members, in addition to all 
others, who are welcome. With proper early planning 
and follow-through, this is possible. There are more 
than 4,000 Sunday Schools in the Church all over 
the world in 420 stakes and 78 missions. What a 
spiritual power can be generated for the inspiration 
and guidance of all God's children by our united 
and dedicated efforts! 




Photo by Luoma. 



O little children, do you know 

That many, many years ago, 

The baby Jesus came to be 

God's Christmas gift to you and me.^ 



PROGRAM 

(It is necessary that the superintendency work out 
accurate timing for the songs and talks to keep the entire 
program within a reasonable time limit. This program is 
planned to last an hour and 15 minutes.) 

Devotional Prelude. 

Opening Hymn: "Far, Far Away on Judea's Plains," 
Hymns — Church of Jesus Christ of Latter-day 
Saints, No. 33; The Children Sing, No. 163. 
Opening Prayer. 
Sacramental Hymn: "Jesus, Once of Humble Birth," 

Hymns, No. 88; The Children Sing, No. 15. 
Sacramental Service. 

Songs by families with children of Junior Sunday 
School age: (see "Suggestions For Music" in this 

section) 
"Away In A Manger," The Children Sing, No. 

155. 
"Once Within A Lowly Stable," The Children 

Sing, No. 154, or 
"Christmas Cradle Song," The Children Sing, 

No. 153. 
"Peace on Earth," Sermons and Songs for Little 
Children, No. 20. 
Two talks by children of Junior Sunday School age: 
(see "Suggestions for Talks" in this section) 
"What Christmas Means to Me." 
Songs by families with teen-age children: 
(see "Suggestions for Music") 
"The Holly and the Ivy," MIA Recreational 
Songs, No. 156. 



"LuUay, Thou Little Tiny Child," (Coventry 
Carol) MIA Recreational Songs, No. 146, or 
"Good King Wenceslas," MIA Recreational 

Songs, No. 150. 
"God Rest You Merry Gentlemen," MIA Rec- 
reational Songs, No. 139. 
Two talks by teen-agers: (see "Suggestions for 
Talks") 

"What Christmas Means to Me." 
Songs by families whose members have grown to 
adulthood: (see "Suggestions for Music") 
"I Heard the Bells on Christmas Day," Hymns, 

No. 219. 
"O Little Town of Bethlehem," Hymns, No. 

165, or 
"The First Noel," Hymns, No. 39. 
"While Shepherds Watched Their Flocks by 
Night," Hymns, No. 222. 
Two talks by adults: (see "Suggestions for Talks") 

"What Christmas Means to Me." 
Instrumental Selection. 
The Christmas Story: Reading and music. 

Nothing could be more appropriate to end this program 
than the beautiful story found in Luke 2:8-20, with soft 
organ accompaniment of the hymn, "Silent Night." It is 
suggested that a good reader be found in your ward to 
read this part of the program, one who is perhaps trained 
in the field of public speaking. If this is done, the reading 
can be the emotional climax of the service. 

Closing Hymn: "Silent Night," Hymns, No. 160. 
Closing Prayer. 

{Continued on page 409.) 
^Reprinted from The Instntctor, October, 1943. 



OCTOBER 1956 



407 




Photo by H. Armstrong Roberts. 



Better than all the Christmas gifts ariy of us can know, is the gift 
of Jesus to the world, many many years ago. 



408 



THE INSTRUCTOR 



A FAMILY CHRISTMAS SERVICE {Continued from page 407.) 



SUGGESTIONS FOR MUSIC 

To enhance the general theme of our Christmas 
program, the music should be family-centered. Fam- 
ily groups which are carefully selected by the Sun- 
day School superintendency, will provide the choral 
music for the service. They should be seated to- 
gether in pre-arranged locations. Three groups of 
one or more families, including the parents, will sing 
the carols outlined. 

The first group should be selected from families 
composed chiefly of Junior Sunday School age chil- 
dren, the second from famiUes with teen-agers, and 
the final group from families whose members are 
adults. 

At the proper time in the service these groups 
will rise and sing two carols each as Usted in the 
program. These may be sung with organ accompani- 
ment or a cappella. The first two groups should 
sing the melody in unison. The last group may en- 
gage in part singing if desired. Careful advance re- 
hearsal is important; therefore, the superintendency 
should make these assignments at least a month in 
advance. Such preparations could take place during 
family home evening sessions of the weeks preced- 
ing Christmas. Preferably, the carols should be sung 
from memory. 

Instrumental music probably will be of a solo 
nature, but a family group could be used if such 
talents were available. 

All music should be carefully timed so that the 
entire service can be kept to the specified length. 

The Christmas Story reading may be accompan- 
ied by "Silent Night," played very softly by the 
organist. The congregation would then join the or- 
ganist at the conclusion of the reading to sing all 
three verses of this hymn without further intro- 
duction. 



SUGGESTIONS FOR TALKS 
Theme: What Does Christmas Mean to Me? 



Even though the title of talks is the same for all ages 
it is felt they will not be repetitious. Teen-agers who 
approach the subject from their own feelings and experi- 
ences might refer to some special Christmas that has made 
all other Christmas days more meaningful. They might 
compare their Christmas with a story of Christmas that 
Grandma tells. 

If there is any selfishness in the meaning of Christmas 
for children, it certainly disappears in the role of mother 
and father. At this level Christmas takes on its true mean- 
ing. Parents see Christmas as a time when we all some- 
how become better men and women than at any other time 
of year. We gain new heart, new courage, and new deter- 
mination to keep at the pursuit of peace of which the angels 
sang: "Glory to God in the highest, and on earth peace, 
good will toward men." (Luke 2:14.) 

The Junior Sunday School students can put some of 
these thoughts into small talks that could be enriched by 
a choice from verses on the following pages;* 



WHAT DOES CHRISTMAS MEAN TO ME? 

Christmas means many things to many people. 
It is giving and receiving, singing, visiting, feasting, 
and entertaining. 

Christmas is an exciting, noisy time for children. 
It means pretty trees bright with lights, and shining 
with ornaments, filling the house with the fragrance 
of fresh-cut pine. 

Christmas can bring its seasonal joys in many 
places. It brings sleigh bells and rides across the 
snow. 

Yet above all these, even to the little child, comes 
first and foremost the vision of a manger scene, the 
three wise men guided by the star, and the shep- 
herds "keeping watch over their flocks by night.'' 

Christmas means first and above all the Christ 
child, "away in a manger, no crib for a bed." 



Up overhead, o'er the great world so high. 
Twinkled the stars in the blue, quiet sky, 
When long ago, in a land far away, 
Jesus was bom on the first Christmas Day/ 



The Holy Child 

Why do bells for Christmas ring? 
Why do little children sing? 

Once a lovely shining star 
Seen by shepherds from afar. 
Gently moved until its light 
Made a manger cradle bright. 

There a darling baby lay, 
Pillowed soft upon the hay, 
And the mother sang and smiled 
"This is Christ, the Holy Child." 
Therefore bells for Christmas ring, 
Therefore little children sing. 

— Lydia Ward. 



A Child's Christmas Prayer 

We thank Thee, Heavenly Father, 

For teachers kind and good, 
For parents dear who help us 

To do the things we should. 

We thank Thee, too, for Christmas, 
When children's hearts are gay, 

But most of all for Jesus, 
Who gave us Christmas Day. 

— Eunice J. Miles.^ 

(Concluded on following page.) 



^The Children Sing, page 158. Reprinted from The Instructor, 
October, 1959. 



^Another source of help in preparing short talks is the pocket- 
size book, The Gifts of Christmas, by John J. Stewart. It contains 
fifteen individual, three-minute sto.'^s that tell the real meaning 
of Christmas and of life itself. Publisued by Deseret Book Company, 
1963. Price, $1. 

^Reprinted from The Instructor, October, 1935. 

^Reprinted from The Instructor, December, 1954. 



OCTOBER 1966 



409 



A FAMILY CHRISTMAS SERVICE (Concluded) 

CHRISTMAS MORNING PRAYER 

With loved ones we have gathered in this house 
With song and prayer to praise Thine only Son. 
And with humility and grateful hearts 
Recall the birth of Christ, the Holy One. 

The organ plays and eager voices raise 
To sound again the sweet and joyful strain 
"Glory to God on hit^h — Good will to men" 
That angels sang above Judea's plain. 

Once more we hear the wondrous story told — 
As old as Christmas Day — once more we sing 
Of shepherds, star, and wise men following, 
Of all who knelt before the newborn King. 

And if beyond these walls the day grows dark — 
Men cry for light, and fear they cry in vain, 
If faint hearts quail as signs of stress appear, 
If strife and turmoil threaten man again — 

As in that olden day we look to Thee, 
Grant us a star of hope, a light divine, 
Dispel the gloom that threatens to enclose 
And from empyreal heights, send peace sublime. 

— Mabel Harmer. 



What shall I give Hiniy poor as I am? 

If I were a shepherd, Fd bring Him a lamb, 

If I were a wise man, I would do my part 

But what shall I give Him? I'll give Him my heart/ 



CHRISTMAS IN THE HEART 

There's Christmas in the home and church, 

There's Christmas in the mart; 
But you'll not know what Christmas is 

Unless it's in your heart! 

The bells may call across the snow, 

And carols search the air, 
But oh, the heart will miss the thrill 

Unless it's Christmas there. 

The calendar may mark the day — 

'Twill only bring Time's smart, 
Unless the golden tide runs high. 

With Christmas in your heart. 

So while the year moves swiftly to its closing 
Let all the choirs their songs of gladness start, 

Singing not only in their vaulted temples, 
But singing, singing, singing in your heart! 

— Edward Gordon Ivins.^ 



This Christmas Day 
Make someone else happy 
Just try it and see, 
And you'll be as happy 
As happy can be. 

'Reprinted from The Instructor, October, 1943. 
^Reprinted from The Instructor, December, 1933, 




Photo by H. Armstrong Roberts. 

It was a different kind of night — different from 
anything that had ever been known before. But it 
was the first Christmas — a night of travail, a night 
with little shelter, a night of hardship, fatigue, and 
pain. But a night also of revelation from God — of 
angelic visitation — of hosannas — of the hosts of heav- 
en singing the greatest Christmas carol of all — "Glory 
to God in the highest, and on earth peace, good will 
toward men." (Luke 2:14.) — Mark E. Petersen.^ 



When I think of Christmas, 
I see a wondrous light 
Shining round some shepherds 
Watching sheep by night. 

I hear the angels singingi: 
"Peace, good will to me$^' 
I wish that lovely messd^-e 
Would come to earth again. 

I see a tiny baby 

Cradled in the hay. 

As' shepherds kneel beside Him, 

On that first Christmas day. 

When I think of Christmas 
I see a shining star, 
Wise men on their camels 
Coming from afar. 

Weary miles they traveled 
Precious gifts to bring. 
Presents for a baby — 
Jesus, Saviour, King. 

— Jane Bradford Terry. 



'^Improvement Era, Volume 66, page 1038. Used by permission. 
Christmas Program Committee: Fred W. Schwendiman, 
Chairman; Robert M. Cundick, Lucy G. Sperry, Lucy Piece. 



410 



THE INSTRUCTOR 









•Il%\lt 



f^ 



And he gave some, apostles; and some, prophets; and some, evangelists; and 

some, pastors and teachers; for the perfecting of the saints, for the work of 

the ministry, for the edifying of the body of Christ: Till we all come in the 

unity of the faith, and of the knowledge of the Son of God — 

UNTO A PERFECT MAN 

by Keith H. Meservy* 



Painting by Sidney King. 



99 



Men in all ages of the earth have envied the gods 
and striven to find some means to become like them. 
Christianity (although not as popularly interpreted 
outside the Church) is the one religion which chal- 
lenges men to strive to become as God is. It assures 
men that if they will strive in the right way to reach 
the goal, the Father will accept and be pleased with 
their efforts; and He will help them do what cannot 
be done by any human plan, organization, or process 
of self-aggrandizement. 

To reach such an exalted state, both the Father 
and His interested children need to contribute great 
effort. Since He is the only one who knows how to 
reach the goal, the children need to apprentice 
themselves to Him and do whatever He asks; but 
they will do this only if they trtdy love Him with 
all of their heart, might, mind, and strength. For 
His part, the Father provides every needed power and 
gift which His children need to qualify them to 
become like Him — ^including the comforting 



assurance that the goal can be reached and. that 
when observing the principles of the Gospel they are 
on the right path. 

What Is the Right Way? 

"Whosoever shall call on the name of the Lord 
shall be saved." This is the right way. But how can 
any person know this unless someone comes to tell 
him? And how can anyone come to him unless he has 
first been sent by the Lord? (See Romans 10:13-15.) 
Quite understandably, then, ". . . the first thing 
necessary to the establishment of His [the Lord's] 
kingdom," said President John Taylor, ". . . is to 
raise up a prophet and have him declare the will of 
God; the next is to have people yield obedience to 
the word of the Lord through that prophet."^ 

The reason the prophet is especially qualified to 
declare the Lord's will and that people should obey 



(For Course 6, lesson of December 11, "Joseph Smith — The 
Great Latter-day Prophet"; for Course 14, lessons of November 13 
and 20, "Peter's Leadership" and "The Church Grows"; for Course 
28, lesson of October 16, "Revelation"; to support Family Home 
Evening lesson 43; and of general interest.) 



♦Keith H. Meservy is on leave from BYU Fourth Stake high 
council while he is working for a Ph.D. in Baltimore, Maryland. 
He earned a B.A. degree from Brigham Young University (1952) and 
attended Johns Hopkins University in Baltimore (1952-1957). He filled 
a mission in Northern States (1946-1948). He married Arlene Bean; 
they have four children. 

^President John Taylor, The Gospel Kingdom, Bookcraft Company, 
Salt Le*"" City, Utah, 1943; page 214. 



OCTOBER 1966 



411 



him is explained by Wilford Woodruff to be, that 
to him alone is "given the keys of the Kingdom of 
God — the keys of the Holy Priesthood and Apostle- 
ship of the Son of God, with power to organize the 
Church and Kingdom of God on the earth, with all 
of its gifts, graces, ordinances and orders . . ."^ 

Therefore, because the prophet is the one with 
the keys of authority, he can speak for the Lord and 
call others to identify themselves with the Lord's 
work. Those who accept the invitation, in turn, are 
called to serve; and they also become agents of the 
Lord to extend His work. But, first, the prophet; 
then, an organization; and, ultimately, the extension 
of the heavenly order, plan, and work throughout 
the earth. 

What Is the Work? 

Paul said that the organization was brought into 
existence to: (1) perfect the saints, (2) perform the 
work of the ministry, and (3) edify the body of 
Christ (church). He listed apostles, prophets, evan- 
gelists, pastors, and teachers among the officers who 
were committed to this program. How long they 
were to work and, impliedly, how long the offices 
were to exist, is reflected in his further statement: 

Till we [Church membership] all come in the 
unity of the faith, and of the knowledge of the Son 
of God, unto a perfect man, unto the measure of the 
stature of the fulness of Christ. (See Ephesians 4: 
11-13.) 

Who ever heard of a loftier goal than this? And 
who ever heard of another program which could 
reach it? With Paul, one is led to the conclusion that 
the reaching of the divine objective cannot be dis- 
sociated from the organizational means for doing it! 
In view of this, it is ironic today that one has to 
defend the proposition that prophets and apostles 
are vital to the continuing success of the work of the 
Lord. 

Changes in the Structure 

Since the days of Paul many changes have taken 
place in the structures of the traditional churches: 
some offices which he considered to be the "founda- 
tion" upon which the church was built (see Ephe- 
sians 2:20), no longer exist; others continue to exist 
but their functions have changed; and others which 
Paul knew nothing about have been added. Paul 
believed that the existence of the offices was an 
indication of the capacity of the Church to perform 
its work and perfect the saints. Therefore, one would 
assume that if and when any of these offices were 
removed from the Church, the contribution made by 
that office to the work of the ministry and perfec- 
ting of the Saints would cease to be made. The ques- 



tion, of more than academic interest, then, can be 
framed: "How many offices can be eliminated from 
the Church or have the nature of their work changed, 
and the Lord still be able to perfect His children?" 
Also, if one cannot dissociate the divine objective 
from the organizational means for reaching it, then 
Paul's statement on offices ought to be a good cri- 
terion for distinguishing between an organization 
which is divine and one which is not. If an organi- 
zation claims to be able to lead people to the objec- 
tives stated by Paul, then it ought to have the means 
(offices) for doing this. The arguments that those 
ancient offices are outmoded today or that the 
apostles have long since performed their work and 
are no longer needed are not valid, unless one 
frankly admits that the Church no longer has the 
same objectives, or else has already reached them. 

Basic Structure Must Remain 

Just as a human body is perfectly organized to 
meet the wide variety of circumstances which it does 
meet in many kinds of environment (and does it 
without having to change its organizational struc- 
ture) , so is the Church able to adapt itself to many 
environments without changing its basic structure. 
The Church is a living organism because it is con- j^k 
nected with the Source of spiritual life. Through its 
prophetic leadership it is able to adapt itself to what- 
ever circumstances are necessary for it to reach 
divine fulfillment in its work. 

The Church is not interested in producing the 
same organization that existed ' in the primitive 
Church just to have some outward form of identity 
with it; but because it believes that the same objec- 
tives which the Church had in New Testament days 
are absolutely vital for the Church today; and that 
if the objectives are to be reached today, it will be 
partly because the same type of organizational 
means exist today as in that earlier day. 

Men were not made for the Church; it is only 
an auxiliary of the Father to help Him bring men 
back into His presence. It exists for His children 
and not vice versa. Its very existence reflects His 
great love for them and the desires He has for their 
growth and happiness. 

Order is characteristic of heaven; it is also char- 
acteristic of heaven's extension on the earth. An 
organization reflects planning, and planning reflects 
objectives and will. Since the same organization does 
exist today that existed in the days of the ancient 4 

apostles, and since the same objectives also are given 
to men, whoever would like to see the manifestation 
of the divine will and plan would do well to study 
the Church and its organization. 



2John A. Widtsoe, Priesthood and Church Government, Deseret 
Book Company, Salt Lake City, Utah, 1954; page 46. 



Library File Reference: MORMON CHURCH— ORGANIZATION AND 

GOVEENMENT. 



412 



THE INSTRUCTOR 




^e^ed Amt^ 



^ 



Offices named in both the former-day and the latter-day Church are listed hereunder. 
While precise comparisons are often precluded for lack of New Testament details, "the same 
organization that existed in the Primitive Church" is nevertheless apparent in The Church 

of Jesus Christ of Latter-day Saints. 



EARLY CHURCH OF JESUS CHRIST 

President; 

Peter was chief apostle. Biblical listings show him 
first. (Matthew 10:2; Mark 3:13-19; Luke 6:13-16; Acts 
1:13.) Recognized by Jesus. (John 21:15-17; John 
1:42 in Inspired Revision.) Received revelation for 
Church. {Acts 10.) Led in resolution of Church prob- 
lems. {Acts 15:6-12.) 

First Presidency: 

Peter, James, and John singled out by Jesus, ap- 
parently in preparation for this calling. {Matthew 
17:1-9;' Mark 9:2-9; Luke 9:28-36; Mark 5:37; Luke 
8:51; Matthew 26:37; Mark 14:33.) Received priesthood 
keys on Mount of Transfiguration. {Documentary His- 
tory of the Church 3:387; 1:40.) 

Apostles: (Greek apostolos, one sent forth) 

Twelve called and ordained by Jesus, sent out to 
proclaim the Kingdom first to Israel, later to aU peoples. 
(Matthew 10:1-42; 28:16-20.) Personal witnesses of the 
Saviour's ministry and resurrection. (Acts 1:21-26.) 
Had Church-wide jurisdiction, regulated Church affairs, 
(Acts 16:4, 5; 6:1-6; 14:21, 22; see also Epistles.) Or- 
dained officers. (Acts 6:6; 14:23.) 

Patriarch: 

No New Testament reference to Church office by 
this name. Joseph Smith said, "An EvangeUst is a 
Patriarch." (Documentary History of the Church 3:381; 
See also Doctrine and Covenants 107:39.) 

High Priest: 

No New Testament mention of any but Jesus being 
a high priest of the Melchizedek order. (Hebrews 3: 1; 
5:10; 7:11; etc. Other New Testament references are 
to high priest of the Aaronic order.) 

Seventy: 

Appointed by Jesus and sent to bear witness of Him 
in places He was to visit. (Luke 10:1-16. No further 
New Testament reference to seventies.) 

Elder: (Greek presbyteros, elder) 

As the Gospel spread, elders were ordained in every 
branch. (Acts 14:23.) Term often used then as now in 
general sense of Melchizedek Priesthood holder. (Z Peter 
5:1; /// John 1.) Local elders were "overseers" of the 
branch. (Acts 20: 17, 28; / Peter 5: 1-3.) Branches some- 
times presided over by a group of elders, sometimes 
by a bishop, (cf. bishop, below.) 

Bishop: (Greek episkopos, overseer) 

Presiding officer of local Christian community, in 
which sense the term is sometimes used interchange- 
ably with elder (e.g. Titus 1:5-9). Relation between 
elder and bishop not given in New Testament. Probably 
it was the same as in Restored Church, (cf. elder, above.) 

Priest, Teacher, Deacon: 

New Testament record not sufficiently detailed for 
precise analysis of offices. Doctrine and Covenants 84: 
107, 108 suggests supporting missionary role anciently. 

Priest. No New Testament mention of this office 
in Christian Church. 

Teacher. Term used to denote function. It is not 
clear from the New Testament whether specific priest- 
hood office is sometimes intended. 

Deacon. Mentioned with bishops, whom they ap- 
parently assisted in local administration. (Philippians 
1:1,1 Timothy 3:1-13.) 



CHURCH OF JESUS CHRIST 
OF LATTER-DAY SAINTS * 

President: 

Presiding high priest, president of the high priest- 
hood and the Church, prophet, seer, revelator; holder 
of the sealing powers and the keys of authority. (107:65, 
66, 67, 91, 92; 124:125; 132:7, 45, 46.) 

First Presidency: 

Presiding council of Church. Members are prophets, 
seers, and revelators and can officiate in all offices of 
the Church. (107:9, 22; 124:126; Documentary History 
of the Church 2:417.) 

Apostles: 

Twelve traveling elders, a quoriun, special witnesses 
of the name of Christ in all the world. Under direction 
of First Presidency have worldwide responsibility for 
missionary work and regulating Church affairs. (107:23, 
33-35.) Are prophets, seers, and revelators. (Documen- 
tary History of the Church 2:417; Priesthood and 
Church Government, page 262.) 

Patriarch: 

Patriarch to the Church is of lineage of Joseph 
Smith, Sr., holds keys for pronoimcing blessings upon 
faithfiil members. Is prophet, seer, and revelator. (124: 
91-94, 124.) Authority anciently handed down in pa- 
triarchal order from father to son. (107:40-57.) Stake 
patriarchs are chosen without regard to lineage and 
give blessings within respective stakes. (107:39.) 

High Priest: 

Office of presidency, administers spiritual things. 
(107:10, 12.) Functions in local, regional, and some 
general capacities. (107:12, 17, 71; 124:134.) May travel 
if called upon to do so. (84:111; 124:135.) 

Seventy: 

Traveling elders who are to assist the Twelve and 
be tmder their direction in preaching the Gospel and 
being especial witnesses in edl the world. (107:25, 34, 
38, 97; 124:139.) 

Elder: 

Local minister to assist high priests. (107:11, 12; 
124:140.) Adroinisters in spiritual affairs. (20:38, 41, 
45, 70.) May travel if called upon to do so. (84:111; 
124:137.) 

Bishop: 

High priest set apart to preside over a ward, with 
assistance of two coxmselors. Presides over Aaronic 
Priesthood and directly over the priests' quorvun 
(107:87, 88; Priesthood and Church Government, pages 
125, 308.) Acts as a common judge. (107:74.) Firstborn 
among lineage of Aaron has legal right to office of 
Presiding Bishop if worthy, and may serve without 
coimselors; otherwise a high priest serves with counsel- 
ors. (68:14-20; 107:13-17, 68-76.) 

Priest, Teacher, Deacon 

Each assists higher offices. (20:52, 57.) Home min- 
istry of preaching and teaching, in which they are to 
encourage righteousness in the Church. (20:46, 47, 53- 
55, 59.) Priests can fUl traveling ministry, baptize, 
ordain to Aaronic priesthood, and administer sacrament. 
(20:46-52; 84:107,111.) 

*References are from Doctrine and Covenants unless otherwise stated. 



THE INSTRUCTOR 



OCTOBER 1966 



Compiled by Keith H. Meservy 
and H. George Bickerstaff 



1/3 PCRiODtCAlS SiVlSlON 
8 I. CITY UTAH 64111 



Second Class Postag* Paid 
at Salt Lak« City, Utah 



MAN WITH A MISSION 

CHRISTOPHER COLUMBUS: believed he was destined to open the way. 



Tonight I have been reading a 
document which has been described 
as "the first of all Americana." 

Actually it is a letter. It was 
written by a tall, well-built man 
with a lank face and white hair, al- 
though he was only 41 years of age 
at the time. The letter was penned 
aboard a high-sided, three-masted 
vessel near the lush, mountainous 
Canary Islands, some sixty miles 
off the coast of northwest Africa. 
It was a February day in 1493. 
Christopher Columbus, nearing 
Spain after discovering the New 
World on October 12, 1492, wrote 
the letter as a report to Kang Fer- 
dinand and Queen Isabella of 
Spain. They had provided the 
means for Columbus' discovery 
voyage. 

Columbus described briefly but 
graphically the New World islands 
he had found. He said they were 
verdant with pine groves, tall 
palms, and many other varieties of 
trees, some of them spangled with 
flowers and fruit. He wrote of 
charming harbors and rich mines. 
The brown-skinned, long-haired 
natives, he said, were handsome 
and peaceful. They raised crops 
and paddled canoes. 

As he neared the end of his 
letter, Columbus wrote: 

And the eternal God, Our Lord, 
who gives to all who walk in his 
way victory over things which ap- 
pear impossible, and this [voyage} 
was notably one. 

Columbus concluded his letter 

with the suggestions that "all 
Christendom ought to feel joyful 

(For Course 6, lesson of October 16, "A 
Man Must Be Called of God"; for Course 12, 
lessons of November 6 and 13, "Nephi Views 
Our Day" and "A Gentile Crosses Many Wa- 
ters"; for Course 18, lessons of November 27 
and December 4, "Steadfastness" and "Sacri- 
fice"; to support Family Home Evening lesson 
40; and of general interest.) 



and make great celebrations and 
give solemn thanks" for the oppor- 
tunity of bringing the message of 
the Messiah to the countless people 
in these new-found lands. 

That letter gives the key to the 
man who made "the most spectac- 
ular and most far-reaching geo- 
graphical discovery in recorded 
human history."^ Christopher was 
a man with a mission. He knew his 
mission was divine, as an ancient 
prophet had said it would be.^ He 
gave up the comforts of a prosper- 
ous business and prospects of an 
early retirement. He shook off set- 
back after setback in his pursuit of 
backing for his mission. He calmed 
and cheered angry, hungry, thirsty 
crewmen bent on mutiny on that 
discovery voyage. He never lost 
heart even when ridiculed and 
bound in chains. 

Columbus knew he had a mis- 
sion. Trace his life, and you realize 
he was prepared for his mission. 
He was bom in Genoa, busy Italian 
seaport city, the son of a wool 
weaver. But the sea beckoned the 
blond boy. At 25 he sailed as a sea- 
man with an armed convoy from 
Genoa for northern Europe with 
valuable cargo. Off the coast of 
Portugal, the convoy was attacked 
by a French task force. Christopher 
was wounded, his ship sunk. Cling- 
ing to a large oar, he reached the 
shore six miles away. 

Living in Lisbon was his yoimger 
brother, Bartholomew. Portugal 
then was the most progressive of 
sea powers. Her seamen were roam- 
ing wide in the Atlantic. They also 
pushed far down the African coast 

^Morison, Samuel Eliot, Christopher Colum- 
bus, Mariner; New York, The New Library of 
World Literature, Inc., 1956; page 9. 

sNephi in I Nephi 13:12. 




CO 

IT) 

m 



Art by Dale Kilbourn. 

in search of a water route to India. 
Bartholomew was working in a 
chart-making firm. He obtained 
work there for Christopher, and 
they soon had a thriving chart 
business of their own. This brought 
them into close touch with master 
mariners. Christopher married a 
scion of one of Portugal's first fam- 
ilies. 

But there stirred in his soul the 
call of his life's mission: to find a 
route to India by sailing west. In 
the words of the eminent biog- 
rapher, Samuel Eliot Morison, he 
also believed "he was destined to 
bring Christ across the sea to men 
who knew Him not."^ 

Tonight I have been reflecting 
on my ride by train years ago on 
a moonlit night through Genoa in 
northern Italy, birthplace of Co- 
lumbus. I remember the lacy beau- 
ty of the same sea that beckoned 
the wool weaver's son five centuries 
before. I have been recalling a visit 
to the palmy Bahamas, the island 
group where he first touched the 
New World. 

But what I, and all men, need 
to reflect upon more in this chal- 
lenging space age are those words 
of a man with a mission, in the 
first of all Americana: 

. . . Our Lord, who gives to all 
men who walk in His way victory 
over things which appear impos- 
sible. . . . 

— Wendell J. Ashton 

sMorison, Samuel Eliot, Christopher Colum- 
bus, Mariner; page 10. See also Morison's, 
The Oxford History of the American People; 
New York, Oxford University Press, 1965; 
pages 23-27. 
Library File Reference: COLUMBUS, CHBIS> 

TOPHER.